Ethiopia READ-TA QPR Y5Q2 October-December 2016 DEC

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READING FOR ETHIOPIA’S ACHIEVEMENT DEVELOPED TECHNICAL ASSISTANCE (READ TA) PROJECT

Quarterly Report Second Quarter: October1 to December 31, 2016

Submission Date: January 30, 2017 Cooperative Agreement Number: AID-663-A-12-00013 Activity Start Date and End Date: OCTOBER 8, 2012, to OCTOBER 8, 2017 AOR Name: Marc Bonnenfant Submitted by: RTI INTERNATIONAL

Bole Medhanialem, Mafi City Mall 5th Floor, Addis Ababa Tel: +251-116 62 6788

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

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TABLE OF CONTENTS

List of Tables ..................................................................................................................... 4

Abbreviations .................................................................................................................... 6

1. Program Overview/Summary ............................................................................... 81.1 Program/Activity Description/Introduction ..................................................................... 91.2 Summary of Results to Date, Quarterly Report .......................................................... 101.3 Summary of Results to Date, Annual Report ............................................................... 11

2. ACTIVITY IMPLEMENTATION PROGRESS ................................................. 122.1 Progress Narrative .............................................................................................................. 122.2 Implementation Status ........................................................................................................ 14

IR 1. READING AND WRITING MATERIALS APPROPRIATE FOR PRIMARY CLASSROOMS AND PRE-SERVICE AND IN-SERVICE TEACHER TRAINING DEVELOPED ...................................................................................................................................... 17IR 2. LANGUAGE-SPECIFIC TEACHING AND LEARNING METHODOLOGIES AND STRATEGIES THAT FOCUS ON HELPING STUDENTS LEARN TO READ AND WRITE EFFECTIVELY ARE APPLIED .......................................................................................... 22IR 3: LANGUAGE TEACHING AND LEARNING SUPPORTED BY APPROPRIATE TECHNOLOGY AND TEACHING AIDS ................................................................................. 28IR 4: TECHNICAL ASSISTANCE TO SUPPORT RSEBs AND THE MOE FOR THE READ INSTITUTIONAL IMPROVEMENT ................................................................................. 39

3. LESSONs LEARNED ............................................................................................ 533.1 Implementation challenges ................................................................................................ 543.2 Monitoring and Evaluation Plan (MEP) Update ............................................................. 55

4. Financial Expenditure ........................................................................................... 56

Annex A: Performance Plan and Report of Progress Summary, by Quarter .. 57

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LIST OF TABLES Table 1. Summary of results to date, quarterly report ............................................................... 10

Table 2. Summary of results to date, annual report .................................................................... 11

Table 3. Review of Grades 1–8 English scope-and-sequence document ................................ 19

Table 4. Revision of Grades 1–8 English SB and TG ................................................................... 20

Table 5. Grades 1–8 English curriculum materials field testing teachers’ and principals training .................................................................................................................................................... 21

Table 6. Grades 5–8 teacher trainers’ training for adapting Addis Ababa, Amhara, and SNNPR ................................................................................................................................................... 23

Table 7. Grades 1–4 teacher trainers’ training for adapting Dire Dawa and SNNPR ......... 23

Table 8. Consultative meeting with the MOE and RSEBs on implementation of mentoring framework ............................................................................................................................................. 24

Table 9. Grades 1–4 teacher training for adapting Dire Dawa and SNNPR under Grant #4 ............................................................................................................................................................. 26

Table 10. Grades 5–8 teacher training for adapting Addis Ababa, Amhara, and SNNPR under Grant #4 .................................................................................................................................... 26

Table 11. TLL episodes conceptualization brainstorming workshop ...................................... 28

Table 12. TLL episodes standard English script review workshop ........................................... 29

Table 13. TLL episodes standard English script validation workshop ..................................... 29

Table 14. Adaptation of standard English TLL episode scripts to Amharic ........................... 29

Table 15. Validation of adapted Amharic TLL episodes .............................................................. 30

Table 16. Advanced technical and support training for MOE CEICT staff on the READ MT Instructional Resources and Technology Package ........................................................................ 31

Table 17. Workshop to review READ MT instructional resources and technology package for use and sustainability .................................................................................................................... 32

Table 18. Review of accommodated MT Grade 2 TG ................................................................ 34

Table 19. Assistive technology material test teachers training ................................................. 35

Table 20. Assistive technology instrument test assessors training ........................................... 36

Table 21. Assistive technology assessor's training ....................................................................... 36

Table 22. Distribution of English supplementary books to four regions ................................ 39

Table 23. Adaptation of Module 7 (MT 221: Developing Reading Skills in MT) to 7 MTs . 39

Table 24. Validation of English version Module 7: MT221 ......................................................... 40

Table 25. Validation of adapted MT version Module 6: MT 223 .............................................. 41

Table 26. Validation of adapted MT version Module 7: MT221 ................................................ 43

Table 27. Post-validation of adapted MT version Module 6 ...................................................... 44

Table 28. Post-validation of adapted MT version Module 7 ...................................................... 44

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Table 29. MT co-facilitators for CTE teacher educators’ trainings on Module 6 ................. 45

Table 30. MT co-facilitators for CTE teacher educators’ trainings on Module 7 ................. 46

Table 31. Training of teacher educators (from Latin-based language groups) on Modules 6 and 7 ....................................................................................................................................................... 46

Table 32. Training of teacher educators (from Saba-based language groups) on Modules 6 and 7 ....................................................................................................................................................... 47

Table 33. CTE instructors training to conduct M&E of Module 5 (MT212) .......................... 48

Table 34. Revision of pre-service Module 4 – English version .................................................. 49

Table 35. Number of primary schools, school principals, and MT teachers .......................... 50

Table 36. Participants of woreda-level MT curriculum implementation M&E trainings ...... 52

Table 37. Planned budget for Q2 of Year 5 ........................ Error! Bookmark not defined.

Table A1. Performance plan and report of progress summary, fiscal year (FY) 2017 ......... 57

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ABBREVIATIONS AAU AddisAbabaUniversityAOR AgreementOfficer’sRepresentativeATCBI AssistiveTechnologyCapacityBuildingInitiativeBfA BooksforAfricaCAEB CityAdministrationEducationBureauCB capacitybuildingCEICT CenterforEducationalInformationandCommunicationTechnologyCPD continuousprofessionaldevelopmentCRC ClusterResourceCenterCTE CollegeofTeacherEducationDSA dailysubsistenceallowanceEGRA EarlyGradeReadingAssessmentESB englishsupplementarybookFSU FloridaStateUniversityFY fiscalyearG&IE genderandinclusiveeducationGILS GreenInternationalLogisticServicesICT informationcommunicationsandtechnologyIMLP InclusiveMultimediaLessonPlanIR intermediateresultM&E monitoringandevaluationMEP MonitoringandEvaluationPlanMLC minimumlearningcompetencyMOE MinistryofEducationMT mothertongueMTELD mothertongueandEnglishlanguagedevelopmentN/A notapplicableNEAEA NationalEducationalAssessmentandExaminationsAgencyPTO personaltimeoffQ quarterR&C readingandcurriculumREADTA ReadingforEthiopia’sAchievementDevelopedTechnicalAssistanceRSEB RegionalStateEducationBureauS&S scopeandsequenceSB studentbookSCC SchoolClusterCenterSCI SavetheChildrenInternationalSNE specialneedseducationSNNPR SouthernNationsNationalitiesandPeoples’RegionTBD tobedeterminedTDP teacherdevelopmentprogramTG teacherguide

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TLL TsehaiLovesLearningTT teachertrainerUSAID USAgencyforInternationalDevelopmentUSD USdollarsUSG UnitedStatesGovernmentWEO WoredaEducationOfficeWKW WhizKidsWorkshopZED ZoneEducationDepartment

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1. PROGRAM OVERVIEW/SUMMARY

ProgramName:

ReadingforEthiopia’sAchievementDevelopedTechnicalAssistance(READTA)Project

ActivityStartDateandEndDate: October8,2012,toOctober8,2017

NameofPrimeImplementingPartner:

RTIInternational

CooperativeAgreementNumber:

AID-663-A-12-00013

NameofSubcontractors/Sub-awardees:

SILLEAD,SavetheChildrenInternational,WhizKidsWorkshop,Inveneo,BooksforAfrica,andFloridaStateUniversity

MajorCounterpartOrganizations:

MinistryofEducationandRegionalStateEducationBureaus

GeographicCoverage(citiesand/orregions):

NationwidewithprojectofficesinAmhara(BahirDar),Tigray(Mekelle),Oromia(AddisAbaba),Ethio-Somali(Jigjiga),andSNNPR(Hawassa).

ReportingPeriod: October1toDecember31,2016

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1.1 Program/Activity Description/Introduction

InitiatedinOctober2012,theReadingforEthiopia’sAchievementDevelopedTechnicalAssistance(READTA)projectisa5-year(2012–2017)USAgencyforInternationalDevelopment(USAID)-fundedinitiativetoimprovethereadingandwritingperformanceof15millionprimarystudentsinsevenEthiopianlanguages(Amharic,Af-Somali,AfaanOromo,Tigrinya,SidaamuAfoo,Wolayttatto,andHadiyyisa)andEnglish.

WorkingcloselywiththeMinistryofEducation(MOE)andRegionalStateEducationBureaus(RSEBs),READTAisimplementedbyRTIInternationalandsiximplementingpartners:SavetheChildrenInternational(SCI),FloridaStateUniversity(FSU),WhizKidsWorkshop(WKW),SILLEAD,Inveneo,andBooksforAfrica(BfA).

READTAisamajorcomponentintheefforttowardimprovingthelearningoutcomesofprimary-schoolstudents,specificallyinreadingandwriting.Inthisregard,theprojectaimstoachievethefollowingfourintermediateresults(IRs):

§ IR1:Readingandwritingmaterialsappropriateforprimaryclassroomsandpre-serviceandin-serviceteachertrainingdeveloped

§ IR2:Languagespecificteachingandlearningmethodologiesandstrategiesthatfocusonhelpingstudentslearntoreadandwriteeffectivelyareapplied

§ IR3:Languageteachingandlearningsupportedbyappropriatetechnologyandteachingaids

§ IR4:TechnicalassistancetosupportRSEBsandtheMOEfortheREADInstitutionalImprovement

WhileworkingtoachievetheseIRs,READTAalsostrivestoaddressthreecrosscuttingthemesofparamountimportanceincomplementingitsefforts:(1)genderandinclusion,(2)capacitybuilding(CB),and(3)informationcommunicationsandtechnology(ICT).

READTAcoordinatesprojectactivitiesfromitscentralofficeinAddisAbaba,butalsooperatesinfiveofthebiggestregionsofEthiopia.IthasopenedofficesintheregionalcapitalsofAmhara,Oromia,Ethio-Somali,SouthernNationsNationalitiesandPeoples’Region(SNNPR),andTigrayregionalstates.TheprojectalsoremotelyworkswiththeAddisAbaba,Afar,Benishangul-Gumuz,Gambella,DireDawa,andHarariregionalstates/cityadministrations.

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1.2 Summary of Results to Date, Quarterly Report

Table1.Summaryofresultstodate,quarterlyreport

Standard Indicators

Baseline Fiscal Year (FY) 2013

Annual Target

Quarter (Q)1 FY 2016

Q2 FY 2016

Q3 FY

2016

Q4 FY

2016

Annual Performance Achieved to the End of Reporting Period (%)

On Target

Y/N

Number of teachers, educators, and teaching assistants who successfully completed in-service training or received intensive coaching or mentoring with US Government (USG) support

0 25,877 41 (26 male) Master trainers for adapting regions

10,417 (4,997 male) (357 [180 male] teacher trainers [TTs] and 10,060 (4,817 male) School teachers)

—

— 40.41% Yes

Number of teachers, educators, and teaching assistants who successfully completed pre-service training with USG support

0 To be determined (TBD)*

0 1,291 (669 male)*** — — Not applicable (N/A)****

N/A

Number of textbooks and learning materials developed

0 16 0 0 — — 0% Yes

Number of administrators and officials successfully trained with USG support

0 500** 449 (400 male) (403 [367 male] leadership CB from Oromia region + 46 [33 male] CB for MOE)

330 (304 male) (Leadership CB from Oromia region)

--- --- 155.8 %

*Annual target for number of teachers, educators, and teaching assistants who successfully completed pre-service training with USG support cannot be determined by READ TA. It will depend on the number of teacher trainees who graduate from Colleges of Teacher Education (CTEs) using the READ TA developed course modules. So far, READ TA was not able to obtain complete figure for the indicator, making it difficult to estimate annual target based on previous year number of graduates. **Target only includes capacity building for the five READ TA target regions and the MOE. The target for adapting regions will be based on the regions readiness and need, which will be determined on a case-by-case basis. *** READ TA has not been able to obtain official data for pre-service training completion numbers from the MOE and CTEs. The numbers indicated in this report are drawn from unofficial reporting from only 12 out of the 36 CTEs. **** As READ TA cannot have annual target for reasons described above, the annual performance achievement was not calculated.

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1.3 Summary of Results to Date, Annual Report

Table2.Summaryofresultstodate,annualreport

StandardIndicatorsBaseline

FY2013

ActualPriorYear(if

applicable)

AnnualTarget

AnnualActual Out-Year1TargetOut-Year2Target

AnnualPerformance

AchievedtotheEndofReporting

Period(%)

OnTarget

Y/N

Numberofteachers,educators,andteachingassistantswhosuccessfullycompletedin-servicetrainingorreceivedintensivecoachingormentoringwithUSGsupport

0 66,509 (36,439 male)

25,877 10,458(5,023male)

Notapplicable(N/A)

N/A 40.41% Yes

Numberofteachers,educators,andteachingassistantswhosuccessfullycompletedpre-servicetrainingwithUSGsupport

0 1,291(669male)*

TBD** 0 N/A N/A N/A N/A

Numberoftextbooksandlearningmaterialsdeveloped

0 304 16 0 N/A N/A 0% Yes

NumberofadministratorsandofficialssuccessfullytrainedwithUSGsupport

0 2,573(2406male)

500*** 779(704male)

[449 (400 male) +330(304)male]

N/A N/A 155.8% Yes

* READ TA has not been able to obtain official data for pre-service training completion numbers from the MOE and CTEs. The numbers indicated in this report are drawn from unofficial reporting from only 12 out of the 36 CTEs.

**The annual target for number of teachers, educators, and teaching assistants who successfully completed pre-service training with USG support cannot be determined by READ TA. It will depend on number of teacher trainees graduating from CTEs using the READ TA developed course modules. ***The target only includes capacity building for the five READ TA target regions and the MOE. The target for adapting regions will be based on the regions readiness and need, which will be determined on a case-by-case basis.

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2. ACTIVITY IMPLEMENTATION PROGRESS 2.1 Progress Narrative

Duringthereportingquarter,READTAactivitiesprogressedwellacrossallofitsIRs,includingtheEnglish

curriculumdevelopmentwork.Buildinguponwhathasbeenachievedinthepreviousquarter(Q1),

READTAisnowpastthemidwaypointforthedevelopmentoftherevisedGrades1–8English

curriculummaterials.Withthecompletionofthegradelevelscopeandsequence,curriculum

developmentteamswereabletostartandprogresswellindevelopingtheactualEnglishstudentbooks

(SBs)andteacherguides(TGs).Mostgradelevelteamsprogressedverywellinthequarterdeveloping

morethan30weeksofdraftlessonsthatshouldcontributetothetimelycompletionoftheEnglish

curriculumdevelopmentwork.InadditiontotheprogressmadeintheEnglishcurriculumdevelopment

work,READTAalsoobtainedtheMOE’sapprovalforthelongawaitedteachers’mentoringactivity.But

insteadofapprovingthementoringactivityacrossallregions,theMOEagreedtoconductapilotofthe

mentoringapproachinthefivetargetregions.Othermajorquarterlystridesinprojectimplementation

includedtheproductionofTsehaiLovesLearning(TLL)episodes,whichstartedmovingquicklyafterthe

MOE’sapproval(whichhadbeenpendingsinceYear4);theAssistiveTechnologyCapacityBuilding

Initiative(ATCBI)thatisnowmovingahead;andthedonatedEnglishsupplementarybooksshipment,

landtransportation,sorting,anddistribution,whichhassteadilymovedforwardduringthereporting

quarter.However,althoughmostactivitiesunderthefourIRswereimplementedasscheduled,there

wereafewactivitiesthatweredelayedduetoreasonslargelybeyondthecontroloftheprojectand

somethatresultedfromtheverytightimplementationplanlaidoutforthefinalyearoftheproject.

Lookingcloselyattheprogressofactivitiesalongwiththeproject’sIRs,Year5Quarter2activitiesunder

IR1(Readingandwritingmaterialsappropriateforprimaryclassroomsandpre-serviceandin-serviceteachertrainingdeveloped)largelyfocusedonprovidingtechnicalassistancetotheMOEinimproving

theprimarylevelEnglishlanguagecurriculum.BasedontheEnglishcurriculumrevisionactionplan

preparedandapprovedtowardstheendofYear4,READTAaccomplishedmostoftheactivities

scheduledforQ2.Specifically,READTAfinalizeddevelopmentofgrade-levelscopeandsequencefor

English,developedmuchofthelessonsfortheEnglishstudentbooksandteacherguides,andfield

testedthenewlydevelopedEnglishlessonsinnineschoolsselectedfromtworegions:Oromiaand

Amhara.FeedbackfromthefieldtestwillinformtheEnglishcurriculumrevisionteam’sworkandthe

Englishteachers’trainingdesign.NotethattheGrades9–12fieldstudyanditsfollowupactivitiesdid

nothappenbecausetheMOE,whichisleadingandfundingthisactivity,wasunabletomoveaheaddue

toconflictingactivitiesandlackofbudgetfromtheMOE.READTAwas,however,readytosupportthe

Englishfieldstudyactivityasdescribedintheannualimplementationplan.

ActivitieslinedupforthereportingquarterunderIR2(Language-specificteachingandlearningmethodologiesandstrategiesthatfocusonhelpingstudentslearntoreadandwriteeffectivelyareapplied)progressedwellinQ2asREADTAissuedateachertraininggranttotheMOEtotrainGrades1–

8teachersinfouradaptingregions,trainedGrades1–4andGrades5–8TeacherTrainers(TTs)inpreparationfortheteachers’traininginthefouradaptingregions,andprovidedsupporttoensure

trainingqualitythroughdeployingstaffandMasterTrainers(MTs)toallthetrainingvenues.Similarto

Q1,preparationswerenotmadefortheGrades5–8teachers’traininginREADTAtargetregions.Aswas

thecaseinQ1,thiswasduetothedelayinprintingtheGrades5–8studentbooksandteachers’guides

bytheMOEandthetargetregions.Fortunately,inQ2,theMOEprovidedapprovalonthementoring

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frameworkthatwasdevelopedinYear4.Althoughthementoringframeworkwillbepilotedatpreferred

byRSEBs,itwilllayafoundationfortheteachersupportsystemthatshouldbeinplaceforthe

successfulimplementationoftherevisedMTcurriculum.

IR3READTAactivities(Languageteachingandlearningsupportedbyappropriatetechnologyandteacheraids)progressedverywellinQ2.QuarterlyaccomplishmentsforTsehailovesLearning(TLL)

episodesincludedabrainstormingworkshopthatresultedinidentificationofeightskillsandkey

messagesfortheTLLepisodesandthesubsequentdevelopmentofeightstandardEnglishTLLepisode

scriptsthatwerelaterreviewed,validated,adaptedtoAmharic,andvalidatedagain,beforethescripts

wenttoproductionfortheeightAmharicepisodes.Theotheraccomplishmentwasthesuccessful

consultativeworkshopheldwithleadersandexpertsfromtheMOE,RSEBs,andCTEstoreviewthe

READMTinstructionalresourcesandtechnologypackageforuseandsustainability.Theconsultation

helpedusnoticethecommitmentandleadershipcapabilityofRSEBstobettersupporttheREADMT

package,insteadofrelyingontheMOE.Inaddition,alongwiththesupportfortheREADMTpackage,

sevenMOECenterforEducationalInformationandCommunicationTechnology(CEICT)staffwere

providedwithadvancedtechnicalandsupporttraining.Further,theassistivetechnologycapacity

buildinginitiativewastheotherextensiveactivityinthequarter,duringwhichatechnologypackagewas

procured,baselinedatawascollected,andateachertrainingmanualwasdevelopedtotrainteachers

fortheATCBIinQ3.Lastbutnotleast,READTAwasabletosuccessfullymanagethetransporting,

sorting,packing,anddistributingof128,500ofthe193,794donatedEnglishsupplementarybooks

(shippedfromBfA)to257SchoolClusterCenters(SCCs)infourregionsofEthiopia.Activitiesthatwere

delayedduringQ2includetheprocurementofadditionalICTpackageequipment,whichwasputon

holdasREADTAneededtofirstconsultwiththeMOEandRSEBsonhowtheprocuredequipmentwill

beadministered.Moreover,implementationoftheassistivetechnologypilotatschoolswasalsolate

duetodelaysexperiencedinprocuringandcalibratingidentifiedtechnologyitems.

IR4(TechnicalassistancetosupportRSEBsandtheMOEfortheREADinstitutionalimprovement)activitiesweremostlyonschedule.Majoraccomplishmentsincludedvalidationoftheregionally

adaptedsevenMTversionsofModule6andcomment/editincorporations.Moreover,READTAheld

adaptation,validation,andpost-validationcommentincorporationsessionforsevenMTversionsof

Module7;trainingof210CTEMTteachereducatorsonnewlydevelopedModules6and7,alongwitha

Bloomsoftwareawarenesstraining;revisionoftheEnglishversionModule4basedonmonitoringand

evaluation(M&E)datafrompilotimplementation;jointfollow-upvisitsto21schoolsinfourREADTA

regionstoseetheimplementationoftheMTCommunicationToolkitandM&EToolkit;andcapacity

buildingtrainingfor343(29female)woredaeducationalleadersandexpertsfromOromiaregionon

M&EofMTcurriculumimplementation.Activitiesthatwerenotconductedasplannedincludedthe(1)

leadershipandM&Ecapacitybuildingforadaptingregions,whichwasdelayedbecausebeneficiary

regionsdidnotdemonstratereadiness,(2)thematerialmodificationforreaderswithseveredisabilities,

whichwasdelayedduetootherREADTApriorityactivitiesthatoccupiedthehumanresourcesavailable,

and(3)thesustainabilityworkshop,whichwasmovedtoQ3withalittlebitofchangeindesignand

time.

Overall,severalYear5Q2activitieswereaccomplishedwiththerelentlesseffortsofprojectstaffand

activeparticipationfromtheMOE,RSEBs,ZoneEducationDepartments(ZEDs),CTEs,andother

stakeholders.AsREADTAmovesforwardtoitsfinalYear5quarters,itwillworkevenharderto

completeplannedYear5activitiesasperitsimplementationplan.

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2.2 Implementation Status

ThissectionpresentsasummaryofREADTA’sprogressacrossitsfourIRsforYear5,Q2(October1–

December31,2016).

READTAquarterlyachievementsforIR1includedthefollowing:

§ FinalizedthedevelopmentofGrades1–8Englishcurriculumscopeandsequence(S&S),producinga

draftdocument.ExpertsfromtheMOE,RSEBs,andCTEsandschoolteacherswereinvolvedinthe

secondroundworkshopheldOctober3–11,2016tofinalizetheS&Sdocumentthatwaspartially

completedinQ1.

§ ProducedaworkingS&SdocumentforGrades1–8Englishcurriculumafterholdingareviewofthe

draftdocumentwith24(2female)representativesfromtheMOEandthe11regionsataworkshop

heldOctober12–15,2016inAddisAbaba.

§ PreparedtheEnglishcurriculumreviewteamforthedevelopment/revisionoftheGrades1–8

Englishstudentbooksandteacherguidesina4-daytrainingheldOctober24–27,2016.

§ Startedtherevision/developmentofGrades1–8Englishcurriculummaterialswithateamof39(6

female)expertswhowerepartoftheEnglishcurriculumdocumentsrevisionandS&Sdevelopment.

Mostgradelevelteamscompleteddevelopmentofmorethan30weeksofdraftlessonsduringQ2.

§ Trained29(13female)teachersand9(1female)schoolprincipalsfromnineschoolsinpreparation

forfieldtestofrevisedGrades1–8EnglishSBsandTGs,inaworkshopconductedDecember13–16,

2016.

§ ConductedfieldtestofrevisedGrades1–8EnglishSBsandTGsinselectednineprimaryschools:two

fromAddisAbaba,threefromAmharaandfourfromOromiaregions.

QuarterlyachievementsforIR2included:

§ Trained357TTsataregionallyconducted10-dayworkshopinOctober2016.Ofthese,177(77

female)wereTTsforGrades5–8fromadaptingAddisAbaba,Amhara,andSNNPRregionsand180

(100female)wereTTsforGrades1–4fromadaptingDireDawaandSNNPRRegions.

§ HeldconsultativemeetingwiththeMOEandRSEBsontheimplementationofthementoring

frameworkthatresultedintheMOE’sdecisiontopilotthementoringframeworkintheregions.

§ SupportedtheadaptingAddisAbaba,Amhara,DireDawa,andSNNPRRSEBstoplanforandrollout

qualityGrades1–8teachertrainingsbydeploying18MasterTrainersand10READTATeacher

Trainingexpertstoalltrainingvenues.

§ SuccessfullyadministeredagranttotheMOEforthetrainingof4,971(2,704female)Grades1–4

and5,089(2,539female)Grades5–8MTteachersinthefouradaptingregions.

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QuarterlyachievementsforIR3includedthefollowing:

§ OrganizedabrainstormingworkshopwithMOEandRSEBsrepresentativesinpreparationto

produceTLLEpisodes.Theworkshopresultedinidentificationofeightskillsandkeymessagestobe

featuredintheTLLepisodes.

§ DevelopedeightstandardEnglishTLLepisodescriptsbasedonstoriesintherevisedGrades1–4

curriculaandfeaturingtheidentifiedskillsandmessages;thestandardEnglishTLLepisodescripts

werelaterreviewed(onOctober31,2016)andvalidated(onNovember7,2016)byexpertsfrom

theMOE,RSEBs,andREADTA.

§ AdaptedthestandardTLLEnglishscriptstoAmharicwith9(4female)expertsfromtheMOE,

AmharaRSEB,andREADTAstaffataworkshopheldNovember8–10,2016.TheadaptedAmharic

scriptswerelatervalidatedonNovember11,2016byMOE,RSEB,andREADTAexperts.

§ BeganproductionoftheeightTLLepisodesthatincludedprogressinrecordingandeditingaudio,

outliningshootlist,storyboarding,characterdesigning,animationbackgrounddesigning,puppet

filming,andepisodepuppetsegmentsediting.

§ Providedanadvancedtechnicalandsupporttrainingforseven(twofemale)MOECEICTstaffonthe

READMotherTongueInstructionalResourcesandTechnologyPackageinaworkshopheldOctober

31–November7,2016.

§ ReviewedtheREADMTInstructionalResourcesandTechnologyPackageUseandSustainabilityina

consultationworkshopheldNovember25–26,2016atAdamawithleadersandexpertsfromthe

MOE,RSEBs,andCTEs;therewereatotalof52(2female)participants.

§ Aspartofthepreparationsfortheassistivetechnologycapacitybuildinginitiative(ATCBI):

o Finalizedprocurementofvisionandhearingscreeningsoftwareapplications,smartphones,and

specialheadphonesandcalibratedmaterials.

o ConductedareviewoftheinstructionallyaccommodatedsevenMTGrade2teachers’guides

(producedinQ1)withrespective17(7female)MTtaskforcemembersfromthefiveregionsina

workshopheldOctober-5–8,2016.

o Provideda1-daytrainingfor12MTteachersand6principalsinpreparationtotestATCBI

materialstestontheclassroomapplicationofinstructionallyaccommodatedteachers’guides

loadedonsmartphones.

o Trained12MTteachersonhowtouse/testtheinstructionallyaccommodatedGrade2teacher’s

guideloadedontosmartphonesintheirrespectiveclassrooms.ThetrainingwasheldDecember

12–16,2016.READTAstaffmemberssimultaneouslycollectedfeedbackduringthematerials

test.

o Testedandimprovedbaselinedatacollectioninstrumentsandscreeningapplicationsforvision

andhearingfromDecember1–8,2016insixschools.EightREADTAandMOEassessors,who

receiveda2-daytrainingNovember29–30,2016,conductedtheinstrumentstesting.

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o Conductedbaselinedatacollectionfrom57schools/114Grade2MTclassroomsinfivetarget

regionsfromDecember19–31,2016;elevendatacollectionteamscarriedoutthecollection.

§ Distributed128,500donatedEnglishsupplementarybooksto257SCCsinDireDawa,Harari,SNNPR,

andTigrayregionsfromthefirstshipmentofbooksthatcontained193,794books.

QuarterlyachievementsforIR4includedthefollowing:

§ ValidatedregionallyadaptedsevenMTversionsofModule6with44(5female)MOE,RSEB,ZED,

andCTErepresentativesinaworkshopconductedOctober12–14,2016inAddisAbaba.

§ ValidatedtheEnglishversionofModule7,regionallyadaptedtheEnglishmodule7tosevenMTs,

andvalidatedtheregionallyadaptedsevenMTversionmodule7(MT221)withMOE,RSEB,ZED,and

CTErepresentativesinaseriesofworkshopsconductedOctober10–November10,2016inAddis

Ababa.

§ Finalizedpost-validationcommentincorporationofsevenMTversionModules6and7withMOE,

RSEB,andCTErepresentativesduringOctoberandNovember2016.

§ PreparedforMTteachereducatorstrainingonModule6and7bydevelopingEnglishtraining

materialsandtraining7(1female)and9(1female)MTco-facilitatorsfortherespectivemodules.

Trained210(51female)CTEMTteachereducators,MOEexperts,andregionalandzonalteacher

developmentprogram(TDP)expertsonModules6and7.

§ Providedathree-dayBloomsoftwareawarenesstrainingfor210(52female)CTEteachereducators

andrepresentativesfromtheMOE,RSEBs,andZEDs.

§ TrainednineCTEinstructorsinpreparationtoconductM&Edatacollectiononimplementationof

Module5atCTEs.

§ ConductedrevisionofEnglishversionModule4with13CTEinstructorsfromOctober31–November

12,2016.

§ READTACapacityBuildingSpecialistsandRSEBrepresentativesconductedjointfollow-upvisitsto

21schoolsinfourREADTAregionstoseetheimplementationoftheMTCommunicationToolkitand

M&EToolkit.FeedbackfromthevisitswereprovidedonthespottoschoolsandRSEB

representatives.

§ Builtcapacityfor330(26female)woredaeducationalleadersandexpertsfromtheOromiaregion

onM&EofMTcurriculumimplementationduringfour,4-dayworkshopsheldinShashemene,

Assela,and(twicein)Adama.

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IR 1. READING AND WRITING MATERIALS APPROPRIATE FOR PRIMARY CLASSROOMS AND PRE-SERVICE AND IN-SERVICE TEACHER TRAINING DEVELOPED

1.4. Develop Reading and Writing Materials for English

1.4.5.ImplementPlanforEnglishLanguageCurriculumRevisionInYear5Q1,READTAconductedfoundationalactivitiesinrevisingthepre-primarythroughGrades12

Englishlanguagecurriculummaterials.Theseincludedadeskreviewconductedonthepre-primary

Englishcurriculum;minimumEnglishlanguagerequirementsidentifiedfortransitionfrommother

tonguetoEnglishasamediumofinstruction;adraftflowchartdevelopedforpre-primarythrough

Grade12;syllabusandminimumlearningcompetencies(MLCs)revisedandvalidatedforpre-primary

throughGrade8;andacontentmapdevelopedforGrades1–8.Moreover,asperREADTA’sadditional

assignmenttosupporttherevisionoftheGrades9–12Englishlanguagecurriculum,adeskstudywas

conductedontheGrades9–12Englishlanguagecurriculumandtechnicalassistancewasprovidedin

designingafieldstudyforGrades9–12.

InQ2,READTAaccomplishmentsinrevisingtheEnglishCurriculumRevisionincluded:thefinalization

andreviewofgradelevelscopeandsequencedocumentsforGrades1-8,developmentofstudentbooks

andteacherguidesthatismorethanhalf-waycomplete,andfieldtestingofdevelopedmaterials.Below

followsdescriptionofquarterlyactivitiesinimplementingplanforEnglishCurriculumRevision.

1.4.5.1.Reviewandrevisepre-primaryandGrades1-12Englishlanguagecurriculumdocuments(e.g.,syllabus,MLCs,andcontent)

1.4.5.1b.ConductdeskreviewofGrades9–12EnglishcurriculumDuringYear5Q1,READTAcompletedadeskreviewoftheGrades9–12Englishcurriculummaterials

andproducedadraftdeskreviewreport.Thedraftdeskreviewreportwasthensharedinternallyand

laterwiththeMOEforreviewandfeedback.READTAdidnotobtainfeedbackfromtheMOEsofar

henceitwillfinalizetheGrades9–12deskreviewreportafterthefieldstudyreportisfinalized.

1.4.5.1c.ProvidetechnicalassistancetotheMOEindesigningandanalyzingafieldstudyreviewofGrades9–12EnglishlanguagecurriculumAsdescribedin1.4.5.1.b,READTAconductedadeskreviewoftheGrades9–12curriculummaterialsin

Q1.Inadditiontoconductingthedeskreview,READTAalsocommittedtotechnicallysupportafield

studyonGrades9–12EnglishcurriculummaterialsthatwillbeundertakenbytheMOE.Aspartofits

commitment,inQ1,READTAtechnicalexpertsreviewedMOE’sfieldstudyproposalandprovided

feedbackontheproposaltowardstheendofSeptember2016,Q1.TheMOEfinalizedtheproposaland

instrumentsbasedonREADTAfeedbackandisnowpreparingtoconductthefieldstudy.

1.4.5.4.ConsultativemeetingwithstakeholderstodiscusstheirexperienceinimplementingexistingGrades9–12EnglishlanguagecurriculumDuringthereportingquarter,READTAagreedwiththeMOEandUSAIDtocanceltheconsultative

meetingwithstakeholderstodiscussontheexistingGrades9–12Englishlanguagecurriculumas

planned.ThiswasbecausetheMOEpreferredtoundertakethefieldstudyratherthanholdingthe

consultativemeeting.

18

1.4.5.5.PresentandvalidatetheEnglishLanguageCurriculumGrades9-12reviewreportThisactivitywasnotconductedduringthereportingquarterduetodelayedpredecessoractivity,

1.4.5.1c.

1.4.5.6.RevisetheEnglishLanguageCurriculumDocumentsforGrades9-12Thisactivitywasnotconductedduringthereportingquarterduetodelayedpredecessoractivity,

1.4.5.1c.

1.4.5.7.ValidatetheGrades9-12EnglishLanguageSyllabus,MLCs,andFlowchartThisactivitywasnotconductedduringthereportingquarterduetodelayedpredecessoractivity,

1.4.5.1c.

1.4.6.DeveloprevisedGrades1–8EnglishlanguagecurriculummaterialsDuringYear5,Q1,READTAcompletedthereviewandrevisionoftheEnglishcurriculumdocuments

(syllabus,MLCsandflowchart).Moreover,READTAwasabletostartdevelopmentofgrade-levelEnglish

curriculumscopeandsequenceforGrades1–8inQ1.

Inthereportingquarter,Q2,READTAwasabletofinalizethegradelevelscopeandsequence

developmentandalsostartdevelopingstudentbooksandteacherguidesforGrades1-8.Detailonthe

quarterlyprogressofdevelopingrevisedGrades1–8Englishlanguagecurriculummaterialsispresented

inthesectionsbelow.

1.4.6.1.DevelopscopeandsequenceforGrades1–8EnglishcurriculumBuildinguponwhatwasaccomplishedinQ1inthefirstphaseofthescopeandsequencedevelopment

workshop,READTAfinalizedgradelevelscopeandsequenceforGrades1-8duringthereporting

quarter,Q2.Thissecondphaseofthescopeandsequencedevelopmentworkshopwasconductedfrom

October3-11,2016byparticipantsthatalsoworkedduringthefirstphaseofthedevelopment

workshop.TheseincludedexpertsfromREADTA,MOE,RSEBs,Universities,CTEsandprimaryschools

teachers,ledbyREADTAinternationalandlocalconsultants.

FinalizationofthedraftscopeandsequencedevelopmentresultedinanewlydevelopedGrades1-8

Englishlanguagescopeandsequenceforuseinsubsequentcurriculummaterialsdevelopmentafter

review.Moreover,capacitywasalsobuiltforexpertsinvolvedinthescopeandsequencedevelopment

process,whichsignifyanewapproachintroducedtotheEthiopiancurriculumdevelopmentpractice.

1.4.6.2.ReviewtheGrades1–8scope-and-sequencedocumentReviewofthedraftGrades1–8Englishlanguagescopeandsequencedocumentwasconductedina

workshopheldfromOctober12-15,2016inAddisAbabawith24(2female)representativesfromMOE

andtheelevenregions(Table3).Duringtheworkshop,participantsfirstreceivedpresentationsonthepurposeofdevelopingascopeandsequencedocumentandalsointroducedtoREADTA’sprocessin

developingthescopeandsequencedocument.Workshopparticipantswerelaterfamiliarizedwithmain

componentsofthescopeandsequenceandareviewchecklistthatwillbeusedtoreviewthescopeand

sequencedocument.Workshopparticipantssubsequentlyreviewedthedraftscopeandsequencewith

fewcomments.

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Followingthereviewworkshop,thecurriculumdevelopmentteamincorporatedrelevantcomments

givenbythereviewteamandthedocumentwasmadereadytoguidetheGrades1-8EnglishStudent

BookandTeachersGuidedevelopment.

Table3.ReviewofGrades1–8Englishscope-and-sequencedocumentRegion Organization Position Female Male Total

AddisAbaba

MOEExperts(Gender,

Curriculum,TDP,English) 1 5 6

University-Addis

AbabaUniversity

(AAU) AssistantProfessor 0 1 1

RSEB-AddisAbabaCurriculumProcessHead 0 1 1

EnglishLanguageExpert 0 1 1

AfarRSEB-Afar ViceHead 0 1 1

CTE-Asayita Lecturer 0 1 1

Amhara CTE-Dessie AssistantProfessor 0 1 1

Benishangul-

Gumuz

RSEB-Gambella

CurriculumProcessOwner 0 1 1

DireDawa RSEB-DireDawaEnglishLanguageExpert 0 1 1

DeputyHead 0 1 1

Gambella RSEB-Gambella HeadofCurriculum 0 1 1

Harar CTE-Harar Lecturer 0 1 1

Oromia

University-Wollega Lecturer 1 0 1

University-Ambo EnglishTeacher 0 1 1

CTE-Fitche Lecturer 0 1 1

SNNPR

University-Wolayita

Sodo Lecturer 0 1 1

University-Hawassa AssistantProfessor 0 1 1

RSEB-SNNPR CurriculumCoordinator 0 1 1

Tigray RSEB-Tigray CurriculumPerformer 0 1 1

Total 2 22 24

1.4.6.3.MaterialsdevelopmentforGrades1-8Englishcurriculum(studentbooksandteachers’guides)AfterhavingtheGrades1-8scopeandsequencedocument,READTAstartedthedevelopment/revision

oftheGrades1-8Englishstudentbooksandteachers’guideswiththesameexpertswhorevisedthe

curriculumdocumentsandalsodevelopedgradelevelscopeandsequence.

BeforetheEnglishcurriculumrevisionteamengagedinrevisionactivity,READTAorganizeda4-days

orientationtrainingfromOctober24-27,2016.Thetrainingequippeddevelopmentteammemberswith

templatesandlayouttobeusedindevelopingSBsandTGs.Moreover,teammemberswereintroduced

totheprocesstobefollowedtoensurealignmentoftheSBsandTGswithfinalizedscopeandsequence

aswellassyllabus.Otherpresentationsgivenduringthetrainingfocusedoninclusiveeducation,

children’slearningdevelopment,andlearningassessment.Beforeproceedingtotheactual

developmentwork,teammemberswerealsogiventimetoexercisethedevelopmentofSBandTG

contentusingintroducedtemplates.

20

TheactualSBandTGdevelopmentworkstartedwithassignmentofgradelevelteammembersonthe

basisofqualificationandrole(universityandCTEinstructors,RSEBexpertsandprimaryschoolteachers)

totheeightgradelevelsfromGrade1to8.Eachgradelevelrevisionteamcontainedfrom4-6members

includingatextwriter,lessonwriter,editorandqualitycheckperson.

Lookingattheprocessfollowedindevelopment,textwriterprovidesthelessonwriterwithatext

relatingtothethemeinhand.Then,thelessonwriterpreparesahandwrittendraft,whichwillbegiven

tothetypist.Thetypisttypesandgivesthedraftbacktotheteam.Theeditorintheteam,in

consultationwiththeotherteammembers,dotheeditingwhilethequalitycheckerintheteammakes

surethatcorrectionismade.Then,thedraftgoesbacktothetypistforediting.Theeditedversionwill

nextbegiventothequalityassuranceteam(twoexpertshiredbyREADTA/RTI-oneisworkingon

grades1-5andtheotherongrades6-8.Thisassignmentismadetoenabletheexpertsseehorizontal

consistencyandverticalalignmentwithinagradelevelandacrossgrades.Theyreviewmaterialsand

providefeedbacktothedevelopmentteam,discusswiththeteamoncriticalissuesandcheck

incorporationofcomments).

Basedonfeedbackfromthequalityassuranceteam,teammembers(editor/qualitycheck)make

necessarycorrections,andincorporatethefeedbackwiththetypist.Thecorrectedversionwillthenbe

giventotheleadconsultants.Theleadconsultantsprovidefeedbackonthepieceandtheteamdothe

jobofincorporatingtheinputssittingwiththetypist.Thedraftthengoestothedesigners.Then,the

designersdotheirjobandhandittothegradelevelteamwhowillthencheckwhethereverything

includingillustrationsareinplace.Thiswillnextbecheckedbytheleadconsultants.Theconsultants

suggesttheteamtoincorporatemissingelements.Afterthisthegradelevelteammembersitswith

designerstodothecorrections.Thefinalversionsaredesignedinin-design.Therevisionteamswere

alsosupportedbyfourtypists,threeillustratorsandtwodesigners.Leadconsultantsalsoledand

supportedthedevelopmentprocess.Theywerealsoengagedinreviewingdraftsandproviding

feedbacktotheteam.ThisestablishedprocesswassupportedwithvarioustoolsthatincludedSBand

TGtemplate,flow-chart,andadailystatustrackersheet.SeeTable4belowfordetailonteam

composition.

BytheendofDecember2016,gradelevelteamswereabletocompletethemajorityofweeksoflessons

withsomedifferencesacrossteams.Fivegradelevelteamshadcompletedmorethan30weeklessons

whileGrade5,7and8teamscompleted25,18and16weeks’lessonsbytheendofthereporting

quarter.ThegradelevelteamswillcarryondevelopinglessonsuntilJanuary04,2017andwillbreakfor

EthiopianChristmasfromJanuary5-10,2017.TeamswillresumeworkonJanuary11,2017.

Table4.RevisionofGrades1–8EnglishSBandTGPosition/RoleInTeam Female Male TotalEditor 1 7 8

LessonWriter 1 8 9

QualityCheck 2 11 13

TextWriter 2 6 8

TextWriterandEditor 0 1 1

Total 6 33 39

1.4.6.4.Piloting/fieldtestingdevelopedcontent

21

Themainpurposeofthefieldtestwastogetqualitativefeedbackontheusabilityofthematerialsfrom

studentsandteacherstohelpinformthematerialdevelopment/revisionprocess.Forthispurpose,two

weeks’worthoflessonswereselectedfromthenewlydeveloped/revisedSBsandTGsofeachgrade

levelandfieldtestedatnineselectedschoolsfromAddisAbaba,Amhara,andOromiaregions.

Inpreparationforthefieldtest,29teachersandnineschoolprincipalsfromtheselectedschoolswere

trainedontherevisedmaterialsfromDecember13-16,2016inAddisAbaba.Theteacherswere

selectedonthebasisofavailability.Aone-daydatacollectors’trainingwasalsoprovidedtofiveREAD

TAstaffonDecember17,2016.Moreover,fieldtestdatacollectioninstrumentswerepreparedin

advancecomprisingclassroomobservation,teacherinterview,teacherfocusgroups,studentinterview,

andstudentfocusgroupprotocol.

FieldtestingoftherevisedGrades1-8EnglishStudentBookandTeachers’guidewasconductedfortwo

weeksattheselectedprimaryschoolsinthreeregions(2AddisAbaba,3Amharaand4Oromiaschools)

fromDecember19-30,2016(Table5).ThetrainedteacherstaughttheirrespectivegradelevelstudentsusingtherevisedEnglishcurriculummaterials.Datacollectorsobservedeachtrainedteachertwice

whileteachingusingtherevisedSBandTG.Thedatacollectorsalsoconductedinterviewsandfocus

groupsfortheteachersandwithstudentstheteacherstaught.Thefocusgroupswereconductedby

pullingteachersfromdifferentschoolswhenthenumberofteacherswasfewandoneperschoolwhen

thenumberwasbigenough.ThedatacollectionwasmonitoredbyexpertsfromREADTAandMOE

(CurriculumDevelopmentandImplementationDirectorate).

READTAwillsummarizeandusetherelevantfeedbackgainedfromthefieldtesttoimprovetheEnglish

curriculummaterialsdevelopmentasnecessaryintheupcomingquarter.

Table5.Grades1–8Englishcurriculummaterialsfieldtestingteachers’andprincipalstraining

Region Organization

Position

TotalPrincipal Teacher

Female Male Female MaleAddisAbaba PrimarySchool 1 1 4 6 12

Amhara PrimarySchool 0 3 5 6 14

Oromia PrimarySchool 0 4 4 4 12

Total 1 8 13 16 38

1.5. Provide technical assistance to RSEBs in developing MT curriculum for additional languages (upon official request through MOE)

READTAhasalreadydeliveredtechnicalassistanceforthesevenMTsoutlinedinitsoriginalscopeof

work.However,theprojectisstillcommittedtooffertechnicalassistance,intheformofexpertise,to

curriculumdevelopmentinotherMTs,providedthattheMOEofficiallyrequeststheassistance..

TowardstheendofYear4,theHarariregionofficiallyrequestedREADTA’stechnicalassistancethrough

theMOE.

1.5.1.ProvidetechnicalassistancetoRSEBsindevelopingMTcurriculumforadditionallanguages(uponanofficialrequestfromtheMOE)FollowingtheHarariRegion’srequestfortechnicalassistance,inQ1,READTAworkedwiththeHarari

RSEBtohelpdevelopaplanforthedevelopmentofcurriculummaterialsintheHararimothertongue.

22

TheRSEBpreparedtheplan,whichREADTArefinedandreturnedtotheRSEB.READTAiswaitingfor

theRSEBtoschedulethedevelopmentofthecurriculummaterialsinHararimothertongue.Inthe

meantime,theprojecthasidentifiedaconsultantandaReadingandCurriculum(R&C)Specialistwho

willsupporttheHarariRSEB.

IR 2. LANGUAGE-SPECIFIC TEACHING AND LEARNING METHODOLOGIES AND STRATEGIES THAT FOCUS ON HELPING STUDENTS LEARN TO READ AND WRITE EFFECTIVELY ARE APPLIED

2.2. Train Master Trainers and Teacher Trainers for Grades 5–8 2.2.1.b.TrainMasterTrainersforGrades5–8MTcurriculuminRSEBs/CityAdministrationEducationBureaus(CAEBs)thathavealreadyprintedanddistributedMTbooksAshasbeenthepracticeinREADTA,thetrainingofMasterTrainersandTeacherTrainersiscontingent

uponthereadinessofRSEBsinprintinganddistributingteachers’guidesandstudentbooksatschools,

whichneedtobeofficiallyconfirmedbytheMOE.DuringYear5,Q2,therewerenoregion/city

administrationsthatwereabletoconfirm(throughMOE)printinganddistributionofGrades5–8books

toschools.Hence,READTAhasnotorganizedaworkshoptotrainGrades5–8MasterTrainersinQ2.

ItistoberecalledthatREADTAtrainedGrades5-8mastertrainersforfouroutofthenineadapting

regionsduringthepreviousreportingquarter,Q1.

2.2.1.c.TrainMasterTrainersforGrades1–4inAdaptivesevenregionsfor10languagecommunitiesSimilarto2.2.1.babove,READTAhasnotreceivedMOEconfirmationonreadinessofadapting

regions/cityadministrationstotrainGrades1-4teachers.Hence,READTAhasnotorganizedaworkshop

totrainGrades1-4MasterTrainersinthereportingquarter,Q2.

ItistoberecalledthatREADTAtrainedGrades1-4mastertrainersfortwooutofsevenadapting

regionsplannedforYear5.

2.2.2.b.TrainTeacherTrainersforGrades5–8MTcurriculuminRSEBs/CAEBsthathavealreadyprintedanddistributedMTbooksREADTAhadplanstoconductGrades5–8TeacherTrainersforfouradaptingregions/city

administrationsusingMasterTrainerstrainedinQ1.HenceinQ2,READTAwasabletosuccessfullytrain

Grades5-8teachertrainersforthreeofthefourregions(AddisAbaba,Amhara,andSNNPR).However,

Grades5-8teachertrainersforDireDawacityadministrationwerenottrainedasthecityadministration

wasnotabletoavailGrades5-8teachers’guidesandstudentbooksatschools.

Thus,theGrades5-8TeacherTrainers’trainingtookplacefromOctober8-17,2016inAddisAbabafor

adaptingAddisAbaba;fromSeptember30-October09,2016inWolayitaSodoforSNNPR;andfrom

October11-21,2016inDessieforAmhara(Table6).Atotalof177(77female)Grades5-8Teacher

Trainers,selectedthroughMOEcriteria,weretrainedfromthethreeregionsfor10days.Thetraining

wasalsoattendedbyRSEB/CAEBfocalpersonstoenablethemtosupportsubsequentteachertraining

rollouts.ThetrainingwasfacilitatedbytrainedMasterTrainersfortherespectiveregionswithsupport

fromREADTA/SCIexperts.

23

Theteachertrainers’trainingfocusedoncomponentsoflanguageskills,particularlyreadingandwriting,

genderresponsiveinstruction,inclusiveeducation,andmodelsofteachingapproachessuggestedinthe

revisedGrades5–8curriculummaterials.Traineeteachertrainersreceivedtheoreticalandpractical

skillsonteachingreadingtoenablethemtotransferskillsforactualteachersintheirrespectiveregions.

Asthreeofthe10dayswerereservedformodellessonpresentationswithfeedback,teachertrainees

hadtheopportunitytopracticethemethodsandskillsemphasizedduringthetraining.

Table6.Grades5–8teachertrainers’trainingforadaptingAddisAbaba,Amhara,andSNNPRRegions/

CityAdministration AdaptedMTs TeacherTrainersTrainedMale Female Total

AddisAbaba Amharic 30 17 47

Amhara AfaanOromo 16 6 22

SNNPR Amharic 54 54 108

Total 100 77 177

2.2.2C.TrainTeacherTrainersforGrades1–4inAdaptiveSevenRegionsfortenlanguagecommunitiesDuringQ2,READTAtrainedGrades1-4TeacherTrainersforadaptingDireDawaandSNNPRregion/city

administrationusingMasterTrainerstrainedinQ1.TrainingtookplacefromOctober7-16,2016inDire

DawaforadaptingDireDawaCityAdministrationwhilefromSeptember30-October09,2016in

WolayitaSodoforadaptingSNNPR(Table7).Atotalof180(100female)Grades1-4TeacherTrainers,

selectedthroughMOEcriteria,weretrainedfromthetworegionsfor10days.Thetrainingwasalso

attendedbyRSEB/CAEBfocalpersonstoenablethemtosupportsubsequentteachertrainingrollouts.

ThetrainingwasfacilitatedbytrainedMasterTrainersfortherespectiveregionswithsupportfrom

READTA/SCIexperts.

Theteachertrainers’trainingfocusedoncomponentsoflanguageskills,particularlyreadingandwriting,

genderresponsiveinstruction,inclusiveeducation,andmodelsofteachingapproachessuggestedinthe

revisedGrades1-4curriculummaterials.Traineeteachertrainersreceivedtheoreticalandpracticalskills

onteachingreadingtoenablethemtotransferskillsforactualteachersintheirrespectiveregions.As

threeofthe10dayswerereservedformodellessonpresentationswithfeedback,teachertraineeshad

theopportunitytopracticethemethodsandskillsemphasizedduringthetraining.

Table7.Grades1–4teachertrainers’trainingforadaptingDireDawaandSNNPRRegions/CityAdministration AdaptedMTs TeacherTrainersTrained

Male Female Total

DireDawa

Amharic 6 6 12

AfaanOromo 10 5 15

AfSomali 6 2 8

SNNPR Amharic 58 87 145

Total 80 100 180

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2.3. Support for Teachers Mentoring 2.3.1.1a.ConductconsultationswiththeMOEandRSEBsonimplementationofdevelopedandadaptedmentoringapproachDuringQ1,READTAcompiledandsubmittedregionallyvalidatedandapprovedmentoringframework

documentstotheMOE,accompaniedbyofficialRSEBletters.READTAalsoheldaseriesofmeetings

withtheMOEtopromptdecisiononimplementationofmentoring.However,theMOEdidnotapprove

thementoringframeworkduringQ1.InQ2,READTAhadameetingwiththeMOEStateMinisterandtheMotherTongueandEnglish

LanguageDevelopment(MTELD)Directorateontheimplementationofmentoringatprimaryschools.

Duringthemeeting,theMOEproposedtopilotthementoringframeworktolearnifitcanberolledout

intheregionsatscale.ItwasagreedtoholdasubsequentconsultationwithRSEBstoplanforpilot

implementationofmentoringforMT.Accordingly,aone-dayconsultativemeetingwasheldwithRSEB

headsandrepresentativesfromthe5targetregions,exceptOromia,chairedbytheMOE(Table8).Duringthemeeting,theMOE,RSEBsandREADTAthoroughlydiscussedissuessurroundingmentoring

andfinallyagreedtopilotthemanualbyselectingsampleschoolsandsettingpilotduration.Sixkey

elementsweredrawnfromthementoringframeworktoserveasabenchmarktodevelopatoolfor

pilotingmentoringthatrelatedto:1)Mentoringschoolshavinglessthan5teachers;mentorssupporting

otherschoolteachers;2)FeasibilityofMentors’SelectionCriteria;3)Mentoringinself-contained

schools/classrooms;4)AssignMentoratCluster/Woredalevels;5)Reduceteachingloadsofassigned

mentors;and6)Linkingmentoringwithcontinuousprofessionaldevelopment(CPD)(60hrs-40hrsfor

CPDand20hrsformentoring).

Althoughthenumberofsampleschoolsandsamplingprocedureswereagreedtodependonthe

capacityandresourcesavailablebyrespectiveregions,itwasagreedtotrainatotalof564Mother

Tonguelanguageteachersfromsampleschoolsintherespectivefivetargetregions.Atotalof16people

participatedintheconsultativemeetingheldonDecember30,2016inAddisAbaba.

Table8.ConsultativemeetingwiththeMOEandRSEBsonimplementationofmentoringframeworkRegion Organization Position Female Male Total

AddisAbaba MOEMTExpert 1 0 1

MTELDDirector 0 1 1

Amhara

READTA/SCI ProgramStaff 0 1 1

RSEB-Amhara ProcessOwner 0 1 1

READTA/RTI ProgramStaff 0 1 1

OromiaREADTA/SCI ProgramStaff 0 1 1


SNNPR

RSEB-SNNPR TDPExpert 0 1 1



Somali

RSEB-Somali TDPexpert 0 1 1



Tigray RSEB-Tigray ProcessOwner 0 1 1

25

Region Organization Position Female Male TotalREADTA/SCI ProgramStaff 0 1 1


Total 1 15 16

2.3.3.Trainmentorsonmentoringmanualandapproach2.3.3.1.TraintrainersofmentoringforGrades1–8forsevenMTsTrainingofmentoringtrainerswasnotconductedduringthereportingquarterastheMOEdecision

cametowardstheendofQ2,duringtheconsultativemeeting(see2.3.1.1aabove).

2.3.3.2.TrainmentorsonmentoringmanualandapproachandprovidetechnicalsupportfortrainingofremainingmentorsThisactivitywasnotconductedduringthereportingquarterduetoadelayedpredecessoractivity,

2.3.3.1.

2.4. Provide Technical Assistance to RSEBs for Planning Teachers Training and Promoting Effective Instruction and Innovation 2.4.1.ProvideContinuousTechnicalSupporttoRSEBsinDevelopingaDetailedPlanandBudgetforIn-ServiceTeachersTrainingDuringQ2,READTA/SCIregionalstaffcloselysupportedrespectiveRSEBsinplanningforteacher

trainingrollouts.RSEBsweresupportedinselectingteachertrainers,collecting/compilingteachers’data

(astrainedanduntrained,governmentandprivate)andcollectingdataformentoringtraining.

Moreover,READTA/SCIcollaboratedwiththeMOEMTELDdirectoratetocompileteachers’datafrom

theregionsandoutlineplansforthetrainingofuntrainedteachers.

2.4.2.ContinuousTechnicalSupporttoMOE/RSEBsinImplementingIn-serviceTeachersTrainingRolloutsInQ2,theAddisAbaba,Amhara,DireDawa,andSNNPRregionsutilizedagrantadministeredbyREAD

TAtoconductlarge-scaleteachertrainingsforGrades1-4andGrades5-8.READTA/SCIworkedinclose

collaborationwiththeMOE,theAddisAbabaandDireDawaCAEBs,andtheAmharaandSNNPRRSEBs

totechnicallysupportteachertrainingrollouts.Thiswasdonethroughdeploying18MasterTrainersand

10READTATeacherTrainingexpertstoalltrainingvenuesthroughoutthedurationof10trainingdays.

Monitoringguidancenotesandchecklistswereusedatalltimeswhiletechnicallyassistingtheteacher

trainings.Moreover,thedeployedpersonnelworkedhardtofacilitateinstantresponsestoproblems

facedalongthecourseofthetrainings,asresourcespermitted.

2.4.3.Utilize innovativeapproaches tosupport theRSEBs to institutesystematicchangeto improvereadingandwritingteachertrainingandsupportsystemsDuringthereportingquarter,READTA/SCIregionalstaffcloselyworkedwiththeirrespectiveRSEBsto

collectandorganizeMTteachers’data.Moreover,READTAtechnicallysupportedsomeRSEBsinrolling

outtrainingsforactualteachers.

2.5. Administer grant to MOE for training of teachers

26

2.5.1.AdministergranttoMOEfortrainingofteachersDuringQ1,READTAworkedhardtoensurereadinessoftheMOEandRSEBsforteachertrainingrollouts

and,subsequently,issuedthefourthteachertraininggranttotheMOE.Thegrantwassignedtotraina

totalof11,647Grades1–8MTteachers;5,333Grades1–4MTteachersfromadaptingDireDawaand

SNNPRregion/cityadministration,and6,314Grades5–8MTteachersfromAddisAbaba,Amhara,Dire

Dawa,andSNNPRregions/cityadministrations.Hence,teachertrainingsunderGrant#4wererolledout

inQ2basedonaschedulesharedbytheMOE.ThetotalnumberofteacherstrainedunderGrant#4

were10,060(5,243female)fromthefourregions/cityadministrations(Tables9and10).Table9.Grades1–4teachertrainingforadaptingDireDawaandSNNPRunderGrant#4Region MT #of

Venues#ofClassrooms

TrainingDates

#ofTeachersTrainedMale Female Total

DireDawa Amharic 2 7 24Oct–

13Nov

47 125 172

AfaanOromo 2 11 24Oct–

13Nov

260 104 364

Af-Somali 2 3 24Oct–

13Nov

68 25 93

SNNPR Amharic 5 136 27Oct–

6Nov

1,892 2,450 4,342

Total 11 157 2,267 2,704 4,971 Table10.Grades5–8teachertrainingforadaptingAddisAbaba,Amhara,andSNNPRunderGrant#4Region MT #of

Venues#ofClassrooms

TrainingDates #ofTeachersTrainedMale Female Total

AddisAbaba Amharic 10 50 22Oct–20Nov 502 904 1,406Amhara Afaan

Oromo

1 16 31Oct–20Nov 305 113 418

SNNPR Amharic 5 105 27Oct–6Nov 1,743 1,522 3,265Total 16 171 2,550 2,539 5,089

UnderGrant#4,Grades5-8teacherswerenottrainedforadaptingDireDawaaspertheoriginal

agreementsincetherevisedbooksdidnotreachschoolsduringthisquarter.ItisexpectedthatDire

DawawillcompletetheGrades5-8teachertrainingsintheupcomingquarter.

2.5.2.MonitoradministrationofteachertraininggrantFollowingissuanceoffundsunderGrant#4inQ1,READTAworkedcloselywiththeMOEand

conductedthoroughmonitoringtoverifythatmilestoneswereaccomplishedasperthegrant

agreement.Inpreparationformonitoring,READTAprovidedaone-dayrefreshertrainingfor15

previouslytrainedREADTAregionalstaffontoolsandtechnologytobeusedtomonitorteacher

trainings.Thetrainedmonitorswerethendeployedtovenuesinthefourregionsaspertraining

schedulesandmonitored100percentofthevenuesforGrant#4atAdaptingAmhara,SNNPR,Addis

AbabaandDireDawaregions/Cities,throughaUSAID-developedchecklistloadedontotabletsusingthe

Tangerine®softwareapplication.TheREADTAmonitoringverifiedthatanacceptablenumberofGrades

1–8teachersweretrainedwithsatisfactorytrainingqualityforGrant#4inAmhara,SNNPR,andAddis

Ababaregions.WhileinDireDawatheywereabletosatisfactorilyconducttrainingforGrades1-4

teachers,thetrainingofGrades5-8teacherswasdelayedbecausetheTGandSBbookshadnotbeen

27

finishedprintinganddistributedtoschools.DireDawaanticipatesthattheywillbeabletoconductthe

Grades5-8teachertrainingsinthenextquarterastheprintingofbooksisnearlycompleted.Upon

verificationofachievedmilestones,READTAtransferredtherelevantfundstotheMOEinthestipulated

paymentschedule.ThefinalmilestonepaymentwillbetransferredafterDireDawacompletesits

commitmenttotraintheGrades5-8teachers.

28

IR 3: LANGUAGE TEACHING AND LEARNING SUPPORTED BY APPROPRIATE TECHNOLOGY AND TEACHING AIDS

3.1. Develop Multimedia Teaching Aids for Grades 1–8 in Seven MTs

3.1.4.ProductionofTLLEpisodes(8episodesfor7MTs,10minuteseach)DuringQ1,READTAheldconsultationswiththeMOEtomoveforwardwiththeproductionofTLL

episodesthatwerecarriedoverfromYear4.TheMOEprovidedapprovaltogoaheadwiththe

productionofTLLepisodesinOctober2016,afterwhichREADTA/WKWstartedactivitiesplannedfor

theproductionoftheepisodes.DetailsonQ2activitiestoproduceTLLepisodesareprovidedbelow.

3.1.4.1.DevelopeightTLLepisodescriptsinEnglishandAmharicthatenhanceandsupportMTimplementationThedevelopmentofeightepisodesofTLLwasscheduledforQ1.However,READTAwasonlyableto

beginworkingonthedevelopmentoftheepisodesafterreceivingapprovalfromtheMOEinQ2.Major

quarterlyaccomplishmentsincludedconceptualizationoftheepisodes;standardEnglishscript

development,review,andvalidation;andadaptationofEnglishscriptstoAmharicandsubsequent

validationofAmharicscripts.

ConceptualizationoftheTLLepisodesThefirststepindevelopingtheeightTLLepisodeswasthedevelopmentofEnglishandAmharicscripts

thatrequiredpriorconceptualizationoftheepisodes.TohelpwiththeconceptualizationoftheTLL

episodes,READTA/WKWorganizedaone-daybrainstormingworkshoponOctober21,2016inAddis

Ababa(Table11).Theworkshopaimedatidentifyingeightskillsandkeymessagestobefeaturedinthe

episodesandwasattendedbyMOEandRSEBsrepresentativesandREADTAR&Cexperts.Theworkshop

resultedintheidentificationofeightreadingskills,aswellaseightkeymessagestobepromotedonthe

TLLepisodes.Theidentifiedreadingskillswere(1)Introducingcharactersandsetting,(2)understanding

storystructure:beginning,middle,andend,(3)prediction;(4)answeringinferredanddirectquestions;

(5)retelling;(6)figuringoutthemeaningofthewordsusingthecontext,i.e.,vocabulary;(7)themain

idea;and(8)expressioninreading.Theeightkeymessageswere:(1)readingcanandshouldhappen

anytime,anywhere,(2)readingaloudisimportant,(3)readingtogetherisgood,(4)everyoneshould

read,howevertheycan,(5)waystomakekidsbetterreaders,(6)whyreadingissoimportant,(7)

readinginMTisbeneficial,and(8)importanceofsupplementalreading.

Table11.TLLepisodesconceptualizationbrainstormingworkshopRegion Organization Position Female Male Total

AddisAbabaMOE Expert(Language,Expert) 0 2 2

READTA ProgramStaff 1 0 1

Amhara ZED Expert(TDP) 0 1 1

Oromia CTE-Sebeta MTLecturer 0 1 1

SNNPR

ZoneEB-Wolayita Teacher 0 1 1

ZoneEB-Hadiya TDPCoordinator 0 1 1

WoredaEducation

Office(WEO) Teacher 0 1 1

29

Region Organization Position Female Male TotalRSEB-SNNPR Teacher 0 1 1

Somali RSEB-Somali Expert(Curriculum) 0 2 2

Total 1 10 11

TLLepisodesstandardEnglishscriptdevelopment,review,andvalidation

FollowingconceptualizationofreadingskillsandkeymessagestobefeaturedontheeightTLLepisodes,

standardEnglishscriptsweredevelopedbytheREADTA/WKWcreativeteambasedon

recommendationsfromREADTAR&CSpecialistswhoselectedstoriesfromtherevisedGrades1–4SBs

andTGs.ThestandardEnglishscriptswerelaterreviewedbyexpertsfromtheMOE,RSEBs,andREAD

TAonOctober31,2016(Table12)andsubsequentlyvalidatedbyrepresentativesfromtheMOE,RSEBs,

andREADTAonNovember7,2016(Table13).TheapprovedTLLstandardEnglishscriptswerelatermadereadytobeadaptedtoAmharic.

Table12.TLLepisodesstandardEnglishscriptreviewworkshopRegion Organization Position Female Male Total

AddisAbaba

MOE LanguageExpert 1 0 1

NEAEA AssessmentExpert 0 1 1


Amhara READTA ProgramStaff 1 0 1

Oromia READTA ProgramStaff 1 0 1

Total 3 5 8

Table13.TLLepisodesstandardEnglishscriptvalidationworkshopRegion Organization Position Female Male Total

AddisAbaba MOE Expert(ICT,MT) 0 4 4

AmharaRSEB-Amhara ProgramProducer 0 1 1

READTA ReadingandCurriculumSpecialist 0 1 1

Oromia RSEB-Oromia CurriculumExpert 0 1 1

Tigray RSEB-Tigray CurriculumPerformer 0 1 1

Total 0 8 8

AdaptationofEnglishscriptstoAmharicandAmharicscriptsvalidation

OnNovember8–10,2016,READTA/WKWconductedaworkshoptoadaptthevalidatedstandardTLL

EnglishscriptstoAmharic.Atotalofnine(fourfemale)expertsfromtheMOE,AmharaRSEB,andREAD

TAconvenedtoadapttheeightstandardEnglishscriptsintoAmharic(Table14).AdaptedAmharic

scriptswerelatervalidatedonNovember11,2016byexpertsfromtheMOE,RSEBs,andREADTA(Table15).Table14.AdaptationofstandardEnglishTLLepisodescriptstoAmharicRegion Organization Position Female Male Total

MOE Expert(Language) 1 1 1

30

Region Organization Position Female Male Total

Addis

AbabaWHIZKids

ChiefExecutiveOfficer,Director,

ProductionAssistant,AudioandVideo

Editor 3 2 5

AmharaRSEB-Amhara ProgramProducer 0 1 1


Total 4 5 9

Table15.ValidationofadaptedAmharicTLLepisodesRegion Organization Position Female Male Total

Addis

Ababa

MOERadioProgramProductionExpert,

LanguageExperts 1 2 3

RSEB-AddisAbaba Manager 0 1 1

WhizKids ManagingDirectorTechnicalstaff 1 1 2


Total 2 5 73.1.4.2.AdaptandvalidateTLLepisodescriptstotheadditionalsixMTsThisactivitywillbeconductedafterproductionofTLLepisodesinAmhariciscompletedandapproved.

3.1.4.3.ProductionofTLLepisodes(8episodesforsevenMTs,10minuteseach)inAmharicanddubbingintosixMTsDuringQ2,theREADTA/WKWproductionteamrecordedaudioforeightoftheAmharicTLLepisodes

andcompletededitingoftherecordedaudiofiles.Theteamwasalsoabletocompleteoutliningthe

videoshootlist,storyboarding,characterdesigning,backgrounddesigningforanimation,andfilming

puppets.Towardstheendofthequarter,theREADTA/WKWproductionteamwasintheprocessof

editingeachepisode’spuppetsegmentsandhadcompletedinsertingeditedpuppetsegmentsforfour

episodes.

3.1.5.ReviewandreviseGrades1–8modelvideos,asneededInitsattempttoensuretheusabilityofresourcesproduced,READTAconductedpreparatoryactivities

toreviewand,asneeded,revisethemodelteachervideosduringQ1.Theseincludedthedevelopment

ofdatacollectioninstrumentstoreviewtheusabilityofGrades1–8modelvideosatCTEsand

familiarizationanddistributionoftheinstrumentstoCTEinstructors.CTEinstructorswereexpectedto

fillouttheinstrumentsafterusingthemodelvideosintheirclassroomforasemester.READTA

collectedthefilledoutinstrumentsfromcollegedeansattheendofthesemester,inDecember

2016.

3.1.5.3.ReviewtheGrades1–8modelteachervideosThisactivitywasnotconductedduringthereportingquarterasREADTAisstillintheprocessof

collectingvideoreviewfeedbackfromCTEinstructors,asexplainedabove.

31

3.2. Deploy ICT Package and Capacity Building to Support Pre-Service MT Instruction in CTEs 3.2.2.3.ProcureadditionalICTpackageequipmentDuringQ1,READTA/InveneoproducedareportonthestaffcapacityandREADMTpackageequipment

statusofeachCTEandRSEB.BasedonthereportandfurthercorrespondencewithCTEsandRSEBs,

READTA/Inveneoalsooutlinedalistofadditionalequipmentforprocurement.Accordingly,the

procurementofadditionalICTpackageequipmentwasscheduledforQ2.However,READTAneededto

consultwiththeMOEandRSEBsbeforeembarkingonprocurementoftheadditionalequipmentwhich

happenedduringQ2.

READTApresentedthereportonthestaffcapacityandREADMTpackageequipmentstatusofeachCTE

andRSEBtoCTE,RSEB,andMOEstaffattheconsultationworkshoptoreviewREADTAmothertongue

instructionalresourcesandtechnologypackageuseandsustainability(see3.2.6.1fordetails).During

theworkshop,READTAworkedwithCTEandRSEBstafftodeveloptheirownsupportplansfortheMT

packagethatwillneedtobefinalizedandevaluatedbeforeadditionalICTpackageequipmentwillbe

purchased.READTA/Inveneoalsoworkedonanupdatetoamaterialslisttobeusedforprocurement

andequipmentreplacement.

3.2.4.BuildcapacitytosupportCTEICTPackage(initialcapacitybuiltduringyear4)3.2.4.2.TrainandbuildcapacityofMOECEICTDirectoratetomonitorandmanagetheREADMTpackageDuringQ2,READTA/InveneoparticipatedinmultiplemeetingswithMOECEICTstaffandconsulted

internallyonapproachesformovingtheMOECEICTtowardsastrongercommittedrelationshiptoREAD

TA.Moreover,READTA/Inveneocreatedanadvancedtechnicalandsupporttrainingcurriculumon

READTAmothertongueinstructionalresourcesandtechnologypackagefortheMOECEICTstaff.Atotal

ofseven(twofemale)technicalstafffromtheMOECEICTweretrainedforeightdaysfromOctober31–

November7,2016(Table16).Table16.AdvancedtechnicalandsupporttrainingforMOECEICTstaffontheREADMTInstructionalResourcesandTechnologyPackageRegion Organization Position Female Male Total

Addis

AbabaMOE-CEICT

ICTExpert 0 1 1

PersonalComputer(PC)Maintenance

expert 1 0 1

ICTExpert 1 1 2

StudioOperationEngineer 0 1 1

Editor 0 1 1

Graphics 0 1 1

Total 2 5 73.2.5.ProvideongoingtechnicalsupportforCTEICTpackage3.2.5.1.ProvideongoingtechnicalsupportforCTEICTpackageatregionalandCTElevel:Tier1–CTEICTandTier2–RSEBICTDuringQ2,stafffromeachCTEandRSEBwerecalledonceoverthephonetocontinuetoraise

awarenessofREADTAandtoverifydatagatheredduringthefirstmaintenancevisit.READTA/Inveneo

32

alsobeganvisitingeachCTEandRSEBaspartofasecondmaintenanceandtrainingvisitduringwhich11

CTEsand2RSEBswerevisitedwiththeremainingvisitstooccurbytheendofJanuary2017.

3.2.5.2.ProvideongoingtechnicalsupportforREADMTpackageatnationallevel:Tier3–READTA/InveneowithgradualhandovertotheMOEDuringthereportingperiod,READTA/InveneocontinuedprovidingremotetechnicalsupportforCTEs

andresolvedtechnicalproblemsforfailedequipment.Moreover,READTA/InveneovisitedoneCTEfor

incidentalmaintenanceandresolvedallothertechnicalissuesandansweredbasicnon-incidental

technicalquestionsoverthephoneandchat.

3.2.6.ReviewofICTpackageforuse,maintenance,andsustainabilityandhandoverTier3supporttoMOECEICTDirectorate3.2.6.1.ConductreviewofICTpackageforuse,maintenance,andsustainabilityInQ2,READTA/Inveneoupdatedthereportonthefirstmaintenancevisitthroughphoneconversations

witheachCTEandRSEBstaff.ThereportformedthebasisofthereviewoftheMTpackageduringthe

consultationworkshoptoreviewREADTAmothertongueinstructionalresourcesandtechnology

packageuseandsustainabilityconductedovertwodaysinfromNovember25–26,2016inAdama

(Table17).READTA/InveneoandRTIco-leadtheworkshopwherethemaintenancevisitreportwas

acceptedbyeachRSEBandCTE,andsupportplansweredraftedtowardsthegoalofsustainingtheMT

packageaftertheprojectends.

Table17.WorkshoptoreviewREADMTinstructionalresourcesandtechnologypackageforuseandsustainability

Region Organization Position Female Male TotalAddisAbaba MOE Producer,ICTExpert 0 2 2

Afar RSEB-Afar ICTAdmins,Expert 0 3 3

Amhara

CTE-Kemissie Dean 0 1 1

CTE-DebreBirhan Dean 0 1 1

CTE-Fitche Dean 0 1 1

CTE-Sekota Dean 0 1 1

CTE-D/markos ViceDean 0 1 1

CTE-Dessie ViceDean 0 1 1

CTE-Woldiya Dean 0 1 1

CTE-Begemidr Dean 0 1 1

RSEB-Amhara ProcessOwner 0 1 1


Benishangul-

Gumuz

CTE-GilgelBelesViceDean 0 1 1

Dean 0 1 1

RSEB-Benishangul-Gumuz DepartmentHead 0 1 1

Harar CTE-HararLecturer 0 1 1

ViceDean 0 1 1

Oromia

CTE-Sebeta Dean 0 1 1

CTE-Mettu ViceDean 0 1 1

CTE-Robe ViceDean 0 1 1

33

Region Organization Position Female Male TotalCTE-D/dolo Dean 0 1 1

CTE-Assela Dean 0 1 1

CTE-Adolla Dean 0 1 1

CTE-Bulehora Dean 0 1 1

CTE-Nekemte Dean 0 1 1

CTE-Jimma ViceDean 0 1 1

CTE-Chiro Dean 0 1 1

RSEB-Oromia NetworkExpert 0 1 1


RSEBICTWorkProcess

Owner 0 1 1

SNNPR

CTE-Hosaena MTLecturer 0 1 1

CTE-Hawassa Dean 0 1 1

CTE-Bonga ViceDean 0 1 1

CTE-Dilla Dean 0 1 1


Somali

CTE-Kebridhar Instructor 0 1 1

RSEB-Somali Expert 2 0 2


Tigray

CTE-Abiaddi Dean 0 1 1

CTE-Adwa Dean 0 1 1

RSEB-TigrayICTExpert 0 1 1

ICTCoordinator 0 1 1


Total 2 50 52

3.2.6.2.HandoveralltoolsandresourcestotheMOECEICTDirectoratetotakeoverTier3supportAspartofthehandoveroftoolsandresourcestotheMOECEICTDirectorate,READTA/Inveneo

providedpasswordsandmasteraccountaccesstoMOECEICTtechnicalstaffduringthetechnical

trainingprovidedbyREADTA/InveneoduringQ2.READTAplanstohandoveradditionalresourcesin

February2017.

3.3. Implement regional assistive technology capacity building projects 3.3.5.ProcureapprovedassistivetechnologiesProcurementofidentifiedscreeningsoftwareapplications,smartphones,andspecialheadphones

(whichstartedtowardsendofQ1)werefinalizedduringthereportingquarteralongwithcalibrationof

theprocuredsmartphones.TherewerealsootherkeyaccomplishmentsforQ2thatnaturallyfollowed

procurementofthetools,including(1)reviewoftheinstructionallyaccommodatedGrade2TGsto

ensurequalityand(2)assistivetechnologymaterialstest.Detailsonthesetwoaccomplishmentsare

below.

34

ReviewoftheinstructionallyaccommodatedGrade2TGstoensurequalityDuringthereportingquarter,READTAorganizedaworkshoptoreviewandensurethequalityofthe

instructionallyaccommodatedGrade2TGsthatwereproducedinQ1.Qualityassuranceofthemodified

teacherguidesinthesevenMTswasdoneOctober5–8,2016inAddisAbababy17(7female)respective

MotherTongueTaskForcesfromthefivetargetregions(Table18).

Table18.ReviewofaccommodatedMTGrade2TGRegion Organization Position Female Male Total

AddisAbaba MOESpecialNeedsEducation

(SNE)Expert 0 1 1

AmharaRSEB-Amhara Experts(SNE) 2 0 2



SNNPRZED-Hadiya TeachingLearningCo. 0 1 1


SomaliRSEB-Somali Expert(MT) 0 2 2


Tigray

RSEB-Tigray SNEExpert 0 1 1

WEO CurriculumPerformer 0 1 1


Total 7 10 17

AssistivetechnologymaterialstestBeforepilotimplementationoftheassistivetechnologyinitiative,READTAwantedtotesttheusability

oftheinstructionallyaccommodatedTGsintheclassroomandusethefeedbacktoimprovecomponents

oftheinitiative,asneeded.Hence,READTAtrained12MTteachersand6principalsthatwereinvited

from6AmharaandOromiapilotschools(3schoolseachfromAdamaandDebreBirhantowns).The

selectedschoolswerealsopartofthebaselineinstrumentstestingconductedpriorthematerialstesting

(see3.3.7.2onbaselinedatacollection).

DuringthematerialstestteachertrainingthatwasconductedonDecember11,2016inAddisAbaba

(Table19),invitedteachersandprincipalswereintroducedtotheconceptofinclusiveeducation,targetsoftheATCBI,instructionalaccommodationsforchildrenthatarehardofhearingorlowvision,

andpracticalstepsonhowtousetheinstructionallyaccommodatedTGsloadedonsmartphones.

Moreover,teacherswereprovidedwiththeinstructionallyaccommodatedTGfortheirrespectiveMT

loadedonsmartphonesandallowedtimetopracticewithit.

Thetrainedteachersreturnedtotheirrespectiveschoolsandusedtheelectronicversionofthe

instructionallyaccommodatedGrade2TGfortheweekofDecember12–16,2016.Simultaneously,

READTAdeployedtwostaffmemberstothepilotschoolswhocollectedfeedbackonthe

implementationoftheinstructionallyaccommodatedTGsinGrade2classrooms.

Thefeedbackwillbeusedtovalidateclarityandpracticalityofaccommodationinstructions,validate

whether1-daytrainingwassufficientforteacherstohaveenoughconfidenceusingInclusive

MultimediaLessonPlan(IMLP)onphones,andvalidateIMLPonphone(screensize)asadeliveryoption.

35

Table19.AssistivetechnologymaterialtestteacherstrainingRegion Organization Position Female Male Total

Amhara School Director 1 2 3

Teacher 6 0 6

Oromia School

Director 0 3 3

Teacher 4 2 6

Total 11 7 183.3.6.Implementassistivetechnologypilotinitiativesandmonitorprogress3.3.6.1.DeveloptrainingmanualforassistivetechnologypilotinitiativesREADTAcompleteddevelopmentofEnglishversionassistivetechnologyteachertrainingmanuals

duringQ1.TheteachertrainingmanualwillbeadaptedintosevenMTsinthecomingquarter.

3.3.6.2.DelivertrainingonassistivetechnologypilotinitiativesAlthoughREADTAhadplanstoconducttrainingontheassistivetechnologypilotforteachers,

principals,andsupervisorsfrompiloteducationalinstitutionsinQ2,thetrainingwasnotconducted

duringtheperiodastheimplementationscheduleshiftedforward.

3.3.6.3.ImplementassistivetechnologypilotinitiativesandmonitorprogressThisactivitywasnotconductedinthequarterduetodelayedpredecessoractivity,3.3.6.2.

3.3.7.Evaluatetheimplementationandoutcomeofassistivetechnologyinitiatives3.3.7.1.DevelopresearchdesignandinstrumentsforevaluatingassistivetechnologyinitiativeoutcomesDuringQ1,READTAdevelopeddatacollectioninstrumentsforevaluatingassistivetechnologyinitiative

outcomesthatincludedclassroomobservation,studentinterviewincludingamini-EarlyGradeReading

Assessment(EGRA),teacherinterview,teachergroupdiscussionprotocol,andprincipalinterview.InQ2,

theinstrumentswereadaptedtothesevenMTsbytheREADTAGenderandInclusiveEducation(G&IE)

andR&CSpecialistsfromthefiveregionsandthequalityofadaptationassuredinaone-daysessionon

December17,2016withREADTAregionalstafffromthefiveregions.

3.3.7.2Conductbaselinedatacollectionincludingcosttracking

BaselinedatacollectioninstrumentstestingBaselinedatacollectionfortheassistivetechnologypilotinitiativewasprecededwithinstruments

testing.Hence,baselineinstruments(thatincludedclassroomobservation,studentinterview,including

amini-EGRA,teacherinterview,principalinterview,andteachergroupdiscussion)andscreening

applicationsforvision(PeekVision)andhearing(HearScreen)weretestedinsixschools(threeeachfrom

AmharaandOromiaregions).

Theinstrumentstestingwasconductedbyeight(3females)READTAandMOEassessorswhoreceiveda

two-daystrainingheldNovember29–30,2016(Table20).Thetraininghelpedtocreatecommon

understandingamongassessorsonthetoolstobeusedandhowtestingdatacanbecaptured.

36

Table20.AssistivetechnologyinstrumenttestassessorstrainingRegion Organization Position Female Male Total

AddisAbaba

MOE LanguageExpert 1 0 1

N.E.A.E.A AssessmentExpert 0 1 1




Total 3 5 8

ThetrainedassessorsweredeployedtotheirassignedregionsfromDecember1–8,2016.Thefirstteam

wenttoDebrebirhantown,Amhararegion,totesttheinstrumentsatthreeschoolswhilethesecond

teamwenttoAdamacity,Oromiaregion,totesttheinstrumentsatthreeschools.Theassessorstested

theinstruments/applicationsonatotalof12MTteachers,theirrespectiveGrade2students,and6

principals.Whiletestingtheinstruments/applications,theassessorstooknotesonthetimetakento

administereachinstrument;practicalityofprotocolfollowedfordataadministration;clarityand

completenessofinstructions;easeofinstrumentadministration;itemarrangementonTangerine®

software;andanitemsrelevancetocontext,languageuse,anddifficultyofitems.Feedbackfromthe

instrumentstestingwaslaterusedtoimproveinstrumentsand,inonecase,droppinganinstrument

thatdidnotworkaswellasexpected(i.e.,theteachergroupdiscussionprotocol).

AssessortrainingforbaselinedatacollectionAfterthebaselinedatacollectioninstrumentstesting,READTAtrainedassessorsfortheactualbaseline

datacollectionworkedinathree-dayworkshopheldDecember14–16,2016forateamof35assessors

(13externalEGRAdatacollectorswhowerepartofthenationalEGRA2016conductedbyREADM&E,

11RSEBrepresentativesspeakingtherespectivesevenMTsandalsopartoftheassistivetechnology

workinggroups,and11READTAregionalstaff[Table21]).Theassessorstrainingmainlycoveredthe

purposeofthepilotinitiative,thescreeningapplicationsfeaturesanduseforvisionandhearing,a

reviewoftheinstrumentstobeused,andtheuseoftabletstocollectdatathroughtheTangerine

softwareapplication.Theassessorswerealsoprovidedwithafieldleveldatacollectionpracticeattwo

AddisAbabaschoolsthatwerearrangedinconsultationwithHandicapInternationalwhosupportthe

schools.

Table21.Assistivetechnologyassessor'straining

Region Role/Representation Female Male Total

Amhara

TeamLeader/READTA 1 1 2

EGRAAssessor 1 1 2

Assessor/WorkingGroup 1 1 2

Oromia


EGRAAssessor 0 2 2


SNNPR


EGRAAssessor 1 4 5


SomaliTeamLeader/READTA 0 2 2

EGRAAssessor 1 1 2

37

Region Role/Representation Female Male TotalAssessor/WorkingGroup 0 1 1

Tigray


EGRAAssessor 1 1 2


Total 11 24 35BaselinedatacollectionTheATCBIbaselinedatacollectionstartedonDecember19andcontinuedthroughDecember31.Itwill

concludeonJanuary3,2017.ThecollectionwasconductedacrossthefiveREADTAtargetregions

(Amhara,TigraySomali,Oromia,andSNNPR)andwasguidedbyadatacollectionprotocolthatwas

preparedalongwiththeinstruments,testedduringtheinstrumentstestingconductedpriortoactual

datacollection,andimprovedbasedonfeedbackobtainedduringtesting.Theprotocolhelpedtoensure

thatappropriatesequenceofprocedureswerefollowedacrossschoolsandregions.

Thebaselinedatacollectionplanwastocollectdatafromatotalof114classroomsin57schoolsinthe5

regions,10schoolsperregionexceptSNNPRwhere15schoolsweretobeselected.Twodayswerealso

allocatedforthedatacollectionateachpilotschool(includingconductingscreenings,classroom

observations,teacherinterviews,studentinterviews,andprincipalinterviews).Datacollectionteams

containedthreemembers,excepttheSidaamuAfooandHadiyyisateamsthatcontainedfourmembers

each.AREADTAstaffservedasateamleaderforoneEGRAdatacollectorandoneotherteammember

representedtherespectiveRSEB.DatawascollectedusingtabletswithTangerine,whichwereloaded

withthebaselineinstruments.Eachteamusedthreetabletstocollectinterviewandobservationdata,

whiletwoheadsetslinkedwithtwosmartphoneswereusedtoperformthehearingandvisionscreening

activity.

Studentswerescreenedinaprivatesettingforhearingandvisionandresultsfromthescreeningwere

sharedwithschoolswhenpositive.Teachersandprincipalswerealsointerviewedwithconsent.

Towardstheendofthedatacollection,the11datacollectionteams(2Amhara,2Tigray,2Somali,2

Oromia,and3SNNPR)wereabouttofinalizedatacollectionfrom66schoolsand118Grade2MT

classroomsinthoseschools.READTAwillfinalizedatacollectionandanalyzethebaselinedatainQ3.

3.3.7.3.ConductregularmonitoringfieldvisitsatimplementingsitesThisactivitywasnotconductedinthequarterduetodelayedpredecessoractivity,3.3.6.3.

3.3.7.4ConductendlinedatacollectionincludingcosttrackingThisactivitywasnotconductedinthequarterduetodelayedpredecessoractivity,3.3.6.3.

3.4. Develop Supplemental Teaching Aids and Resources 3.4.1.ProvidetechnicalassistanceontheuseofteachingaidsandsupplementaryinstructionalmaterialstoenhanceMTinstructionDuringthereportingquarter,READTAwasnotabletomoveforwardwiththisactivityduetoother

competingactivitiesthatneededtheavailableREADTAstaff.

38

3.4.3.ManagementofsupplementaryEnglishlanguagebookprovisionforSchoolClusterCenters(SCCs)TosupportandencourageEnglish-languagereadingandwritingoftargetprimaryschoolchildren,READ

TAhadplansforuptoonemilliondonatedgradeandcontext-appropriateEnglishsupplementarybooks

tobeselected,packaged,transportedtoEthiopia,anddistributedtoatleast1,000primarySCCs.To

supportthisplan,BfAassistedwithcollecting,selecting,packing,andtransportingthebookstoEthiopia.

TowardstheendofYear4,READTAestablishedabookselectioncommitteecomposedof13members

fromtheMOE,RSEBs,andCAEBs.Thecommitteerefineddraftbookselectioncriteria,whichhadbeen

preparedbeforehand,andusedtheupdatedcriteria,alongwiththeMOE’sprimaryEnglishlanguage

syllabus,tochecktherelevanceofdemonstrationbooksthatweremadeavailableforselection.Inthe

end,thecommitteeaccepted92%ofthedemonstrationbooksandrecommendedsimilarbooksthatfit

thecategoriesforprovisiontoEthiopianprimarySCCs.SubsequentactivitiesconductedinQ1andQ2of

Year5aredescribedbelow.

3.4.3.2.SelectprimaryEnglishsupplementarybooksDuringQ1,READTAsharedthebookselectioncriteriawithBfA,whichhadbeenapprovedbytheREAD

TAestablishedbookselectioncommitteethatwascomposedofMOEandRSEBdelegates.BfAusedthe

MOE-approvedselectioncriteriatoidentifyappropriateprimaryEnglishsupplementarybooksasthe

booksbecomeavailableandshippedtheselectedbookstoPortDjiboutiinQ1(see3.4.3.4fordetails).

3.4.3.3.SelectSCCstoreceivebooksREADTAplanstodistributedonatedEnglishsupplementarybookstoatleast1,000SCCsthroughout

Ethiopia.READTArequestedtheMOEtoestablishspecificquotaforregionsbasedondatafromthe

numberofclusterprimaryschools.Subsequently,theMOEdeterminedspecificquotaforregionsbased

onthenumberofGrades1–8schoolsavailableineachregion.

3.4.3.4.PackandshipsupplementarybooksDuringQ1,BfAshippedthefirstsetofdonatedbookstoPortDjibouti.Thebookswereshippedinthree

containersandreachedPortDjiboutiduringthefirstweekofOctoberinQ2.Oncethebooksarrivedat

portDjibouti,alogisticscompanyprocuredbyREADTAhandledcustomsclearance,transportedthe

bookstoAddisAbaba,sortedthebooksasperguidancefromthebookselectioncommittee,andpacked

thebooksforeachSCC.Thefirstshipmentof193,794bookswastransportedfromDjiboutitoAddis

AbabaandthebooksweresortedandarrangedbyGreenInternationalLogisticsServices(GILS).The

bookswerealsoreviewedbyEnglishSupplementaryBooks(ESBs)SelectionCommitteetwice:from

October31–November4,2016andagainfromDecember13–17,2016.Afterthereview,atotalof

185,094books(1,850boxes)wereapproved(about8,700bookswererejectedbytheESBsSelection

Committee.Followingthereviewandapproval,labellingandpackingofthebookswasfinalizedbyGILS.

BooksforAfricaalsoshippedthesecondbatchofdonatedbooksinthreecontainersduringQ2.The

secondshipmentisexpectedtobetransportedtotheAddisAbabawarehouseinQ3.

3.4.3.5.DistributesupplementarybookstoselectedSCCsDuringthereportingquarter,READTAdistributed128,500booksto257SCCsfromDireDawa,Harari,

SNNPR,andTigrayfromthefirstbookshipment(whichcontainedatotalof193,794books.Atotalof

12,000bookswerealsoreadytobedistributedto24SCCsinAddisAbabatowardstheendofQ2.Table22belowcontainstheregionaldistributionofthebooksalongtheSCCs.Notethattheremaining44,594

remainingbookswillbedistributedtotherestoftheregionsinQ3.Further,theESBselection

39

committeerejected8,700books,which,aspertheagreementwithBfA,willberefundedtoREADTA

andusedbyBfAforotherpurposes.

Table22.DistributionofEnglishsupplementarybookstofourregionsRegion/CAEB #ofSCCs Total

SNNPR 186 93,000DireDawa 4 2,000Harari 3 1,500Tigray 64 32,000Total 257 128,500

IR 4: TECHNICAL ASSISTANCE TO SUPPORT RSEBs AND THE MOE FOR THE READ INSTITUTIONAL IMPROVEMENT

4.1. Develop Curricula for Reading and Writing Courses in Teacher Education

4.1.1.Developpre-servicecoursematerialsinEnglish:Modules6&7DevelopmentofEnglishversionpre-servicecourseModules6and7wascompletedduringQ1.

4.1.2.Regionaladaptationofpre-servicemodulesin7MTsRegionaladaptationofpre-servicecourseModules5and6wascompletedduringQ1.Adaptationof

Module7into7MTswashoweverconductedduringthereportingquarterasdescribedbelow.

AdaptationofModule7:MT221-DevelopingReadingSkillsinMTLanguageAdaptationofModule7(MT221)tothe7MTswasconductedwith56(7female)representativesfrom

theMOE,RSEB,ZEDsandCTEsfromOctober17toNovember4,2016inAddisAbaba(Table23).Duringtheadaptationworkshop,participantsweregivenanoverviewofthemoduleemphasizingthevery

purposeofthemodule,whichwasstressedtobebuildingtheliteracyskillsofMTteachers.Theadapting

groupswerealsoinformedontheadaptationprocedures.ParticipantshenceworkedinMTgroupsto

completeadaptationsintheirrespectiveMTs.Bytheendoftheworkshop,sevenMTversionsof

Module7wereproduced.

EventhoughtherehadbeenagreementwiththeRSEB/ZEDthatcorepeoplewouldattendthe

workshopsthroughoutdevelopment,thisdidnothappenforallregions.Thus,thecorepeoplethat

developedseveralofthechaptersforthismoduledidnotattendtheadaptationworkshopwhichmade

itdifficulttosupportregionsinbuildingcapacity.

Table23.AdaptationofModule7(MT221:DevelopingReadingSkillsinMT)to7MTsRegion Organization Position Female Male TotalAddis

Ababa

MOE

Experts(TDP,MT,Training) 3 5 8

Amhara CTEs(Debreirhan,Woldiya,

Debremarkos,Gondar,Dessie) MTLecturers 2 4 6

40

Region Organization Position Female Male TotalRSEB-Amhara Processowner 0 1 1

Oromia CTE-Jimma,Fitche,Mettu,

Shambo,Sebeta,Nekemte MTLecturers 1 5 6

RSEB-Oromia TDPExpert 0 1 1

SNNPR CTE-Arbaminch,Hawassa,Hosana MTLecturers 0 13 13


University-WolayitaSodo Lecturer 0 2 2

ZED-Hadiya Expert(Gender,TDP) 0 2 2

ZED-Sidama TDPexperts 1 0 1

ZED-Wolayita LanguageExperts 0 2 2

Somali CTEs-Dr.AH,Kebridhar Lecturers 0 4 4

RSEB-Somali Expert(Training) 0 2 2

Tigray CTE-Adwa,Abiaddi Lecturers 0 6 6

RSEB-Tigray TDPPerformer 0 1 1

Total 7 49 56

4.1.3.Validationofpre-servicemodules4.1.3.1.ValidationofEnglishversionofpre-servicemodules:Module7DuringQ1,theprojectvalidatedtheEnglishversionsofModules5and6.ThevalidationofModule7

wasconductedinthisreportingquarter,Q2.DetailsonthevalidationofEnglishversionpre-service

module7arepresentedbelow.

ValidationofEnglishVersionModule7:MT221–DevelopingReadingSkillsinMTLanguageTheEnglishversionofModule7wasvalidatedinathree-dayworkshopconductedfromOctober10-12,

2016inAddisAbaba.WorkshopparticipantsincludedCTEinstructorsandMOE,RSEB,andzone

representativesforatotalof20(2female)people.Thevalidationworkshopincludedorientationtothe

chaptersinthemoduleandtherationalefordevelopingthecourse.Emphasiswasplacedonthe

conceptthatthiscoursewasdesignedtobuildtheliteracyskillsoftheMTstudents.Thechecklistfor

completingthevalidationwasreviewed,modulesdistributed,andquestionsanswered.Thegroups

workedtovalidatetheEnglishversionandeachgrouppresentedtheirfindingsandrecommendations

wherechangeswerereviewedandeither(1)thechangewasmadetothemoduleor(2)thechangewas

notmadeandsupportingreason(s)listedontheteam’svalidationchecklist.Themodulewaslater

revisedbasedoncommentsandpreparedforadaptationtothesevenMTs.Table24outlinesdetailsontheEnglishversionofModule7validationworkshopparticipants.

Table24.ValidationofEnglishversionModule7:MT221Region Organization Position Female Male TotalAddisAbaba MOE Experts(TDP,MT) 1 3 4

Amhara

CTE-Gondar MTLecturer 0 1 1

CTE-Dessie MTLecturer 1 0 1

CTE-D/Markos MTLecturer 0 1 1

Oromia RSEB-Oromia TDPExpert 0 1 1

41

Region Organization Position Female Male TotalCTE-Chiro Lecturer 0 1 1

CTE-Robe Lecturer 0 1 1

SNNPR



ZED Expert 0 1 1

Somali CTE-Kebridhar Lecturer 0 2 2

Tigray CTE-Abiaddi MTLecturer 0 2 2

Total 2 18 20

4.1.3.2.Validationofadaptedpre-servicemodulesinsevenMTs:Module6and7DuringQ1,theprojectvalidatedtheMTversionsofModule5.ThevalidationofModule6and7was

conductedinthisreportingquarter,Q2.DetailsonthevalidationofMTversionspre-serviceModules6

and7arepresentedbelow.

ValidationofAdaptedMTVersionModule6:MT223-Children’sLiteratureinMT

ThevalidationoftheregionallyadaptedsevenMTversionsofModule6wascarriedoutinaworkshop

heldOctober12-14,2016,inAddisAbaba.StakeholdersthatvalidatedthemoduleinsevenMTs

includedCTEanduniversityinstructorsandMOE,RSEB,andzonerepresentatives,atotalof44(5

female)participants(Table25).Thevalidationworkshopincludedorientationtothechaptersinthemoduleandtherationalefordevelopingthecourse.Thechecklistforcompletingthevalidationwas

reviewed,modulesdistributed,andquestionsanswered.Thegroupsworkedtovalidatethemother

tongueversionsofthemodule.Eachgroupprovidedtheirfeedbackontheevaluationformandonthe

hardcopyoftheMTmodule.AttheendoftheworkshopallthesevenMTversionsofModule6were

validatedwhererecommendedchangeswerereviewedandeither(1)thechangewasmadetothe

moduleor(2)thechangewasnotmadeandsupportingreason(s)listedontheteam’svalidation

checklist.ThesechangesweremadebyateamassignedtocompletetheMTrevisions.

Table25.ValidationofadaptedMTversionModule6:MT223Region Organization Position Female Male Total

AddisAbaba MOEExpert(TDP,MT,

Gender) 2 2 4

Amhara


CTE-DebreBirhan MTLecturer 1 1 2

RSEB-Amhara SNEExpert 1 0 1

CTE-Dessie MTLecturer 1 0 1

CTE-Finoteselam MTLecturer 0 1 1

Oromia

RSEB-OromiaExpert 0 3 3

CurriculumExpert 0 1 1

CTE-Chiro Lecturer 0 2 2


CTE-Sebeta MTLecturer 0 1 1

SNNPR CTE-Hawassa MTLecturer 0 1 1

42

Region Organization Position Female Male TotalCTE-Hosaena MTLecturer 0 3 3


WEO Expert 0 1 1

ZED Expert 0 2 2

ZED LanguageExpert 0 1 1

ZEDCurriculumCoordinator 0 1 1

GenderExpert 0 1 1

ZED-HadiyaLanguageExpert 0 1 1

GenderRepresentative 0 1 1

ZED-Sidama MTExpert 0 1 1

ZED-Wolayita

ICT 0 1 1

Teacher 0 1 1

Somali

CTE-Asayita Lecturer 0 1 1

CTE-KebridharInstructor 0 1 1

Lecturer 0 2 2

RSEB-SomaliTDPExpert 0 1 1

CurriculumExpert 0 1 1

TigrayCTE-Adwa Instructor 0 1 1

CTE-Abiaddi MTLecturer 0 2 2

Total 5 39 44

ValidationofAdaptedMTVersionModule7:MT221-DevelopingReadingSkillsinMT

ThevalidationoftheregionallyadaptedsevenMTversionsofModule7wascarriedoutinaworkshop

heldNovember8-10,2016,inAddisAbaba.StakeholdersthatvalidatedthemoduleinsevenMTs

includedCTEanduniversityinstructorsandMOE,RSEB,andzonerepresentatives,atotalof35(2

female)participants(Table26).

Thevalidationworkshopincludedorientationtothechaptersinthemoduleandtherationalefor

developingthecourse.Thechecklistforcompletingthevalidationwasreviewed,modulesdistributed,

andquestionsanswered.Thegroupsworkedtovalidatethemothertongueversionsofthemodule.

EachgroupprovidedtheirfeedbackontheevaluationformandonthehardcopyoftheMTmodule.At

theendoftheworkshopallexcepttheAmharicandAf-SomaliversionsofadaptedModule6were

validated.

ThereasonfortheAmharicandAf-Somalinotvalidatedwasthat,eventhoughtherewasasignificant

numberofparticipantsrepresentingtheAmhararegion,therewerenorepresentativesfromtheRSEB.

Inaddition,theSomaliregionwasnotrepresented.Theinstructors,whoattendedthetrainingforthe

tworegions,weregiventheEnglishcopytotakehome.TheREADTA/FSUteamhasproposedto

completethesetwovalidationslaterinJanuary2017.Thatwillallowtimeforasmallteamfromeachof

thetworegionstocompleterevisionsintimeforthenextsemesterwhenthecourseistaught.

Withvalidationcommentsfromtheworkshop,smallgroupsfromeachofthefiveMTsworkedto

completerevisionsbasedonvalidationcomments.

43

Table26.ValidationofadaptedMTversionModule7:MT221Region Organization Position Female Male TotalAddisAbaba MOE Expert(TDP,Curriculum,MT) 0 1 1

Amhara



CTE-Sekota Lecturer 0 1 1

Oromia

RSEB Expert 0 1 1

RSEB-OromiaTDPExpert 0 1 1

LanguageExpert 0 1 1

CTE-Bulehora Lecturer 0 1 1

CTE-D/dolo MTLecturer 0 1 1

WEO Supervisor 0 1 1

CTE-Shambo MTlecturer 1 0 1

SNNPR

ZED Expert 0 3 3

CTE-Hawassa MTLecturer 0 3 3

ZED LanguageExpert 0 1 1


CTE-Arbaminch MTLecturer 0 1 1

ZED-Hadiya

LessonDeveloper 0 1 1

LanguageExpert 0 1 1

TDP 0 1 1

ICTExpert 0 1 1

ZED-WolayitaPlanningExpert 0 1 1

InclusiveEducation 0 1 1

ZED-Sidama Expert 0 1 1

University-Wolayita

Sodo Lecturer 1 2 3

Tigray

RSEB-Tigray TDPExpert 0 1 1

CTE-Adwa MTAssistantLecturer 0 1 1

CTE-Abiaddi Lecturer 0 1 1

HighSchool Teacher 0 1 1

Total 2 33 35

4.1.4.Post-validationoftheadaptedpre-servicemodulesin7MTs:Module6and7DuringQ1,theprojectpost-validatedtheMTversionsofModule5.Thepost-validationofModule6and

7wasconductedinthisreportingquarter,Q2.Post-ValidationofAdaptedMTVersionModule6:MT223-Children’sLiteratureinMT

TheREADTA/FSUteamofreadingspecialistsworkedinclosecollaborationwithMOE,RSEB,ZEDand

CTEinstructorsonthepreparationtorevisethemodulespost-validation.Participantswereprovided

withvalidationform(s),writtennotes,andMTmoduleusedtonoteanyadditionalinformationcollected

44

duringvalidation.DuringtheweekofOctober17-21,theMTrevisionswerecompletedforfiveregions

(Table27).Theremainingtwocompletedtheirvalidationworkshopsandbegantheirrevisions,which

werecompletedtheweekofOct24-28,2016.TherevisedmoduleswerecompletedinsevenMTs,and

readyforfinalformattingandprinting.

Table27.Post-validationofadaptedMTversionModule6

Region Language Organization Position Gender TotalF M

Amhara Amharic DebreBerhanCTE Lecturer 0 1 1

Oromia Afaan-Oromo SebetaCTE Lecturer 0 1 1

SNNPR

Hadiyyisa HossanaCTE Lecturer 0 1 1

Sidaamu-Afoo HawassaCTE Lecturer 0 2 2

Wolayttatto ArbaminchCTE Lecturer 0 1 1

Somali Af-Somali KebriDaharCTE Lecturer 0 1 1

Tigray Tigrinya AbiadiCTE Lecturer 0 1 1

Total 0 8 8

Post-ValidationofAdaptedMTVersionModule7:MT221-DevelopingReadingSkillsinMTLanguage

TheREADTA/FSUteamofreadingspecialistsworkedinclosecollaborationwithMOE,RSEB,ZEDand

CTEinstructorsonthepreparationtorevisethemodulespostvalidation(Table28).Participantswereprovidedwithvalidationform(s),writtennotes,andMTmoduleusedtonoteanyadditionalinformation

collectedduringvalidation.DuringtheweekofNovember11-15,2016,theMTrevisionswere

completed. Table28.Post-validationofadaptedMTversionModule7Region

Language Organization Position Gender TotalF M

Amhara Amharic CTE-Debrebirhan,Gonder Lecturer 0 2 2

Oromia Afan-Oromo CTE-BulleHora,Shambu Lecturer 0 2 2

SNNPR

Hadiyyisa HosannaCTE Lecturer 0 1 1

SidamuAfoo HawassaCTE Lecturer 0 1 1

WolayttattoWolaytaSodoUniversity Lecturer 0 1 1

ArbaminchCTE Lecturer 0 1 1

Tigray Tigrinya AbiAdiCTE Lecturer 0 1 1

Total 0 9 9

4.2. Train teacher educators to teach reading and develop reading teachers 4.2.1.DeveloptrainingmaterialsinEnglishforMTteachereducatorstrainingoneachnewmodule:Module6and7InpreparationtotrainMTteachereducators,theREADTA/FSUteamofreadingexpertsprepared

trainingmaterialsusingtheEnglishversionsofModule6and7tocreatePowerPointpresentationsfor

eachchaptersofthemodules.ThesePowerPointpresentationswerethenusedtodevelopatraining

manualwithcompletenotesforeachslideandactivityinthepresentations.

45

4.2.2.ConducttrainingsofTeacherEducators–TrainMTco-facilitatorsforCTEteachereducators’trainings4.2.2.1.TrainMTco-facilitatorsforCTEteachereducators’trainings:Module6and7InordertotrainteachereducatorsoneachnewMTcoursemodules,READTAtrainedMTtrainingco-

facilitators,whoworkwiththeREADTA/FSUteamofleadtrainers,totrainteachereducatorsintheir

respectiveMTs.InpreparationforCTEteachereducatorstrainingonModule6,READTA/FSUtrained

seven(onefemale)co-facilitatorsfromNovember15-16,2016inAddisAbaba(Table29).Ontheotherhand,nine(onefemale)co-facilitatorsweretrainedtoco-facilitatetrainingonModule7from

November17-18,2016inAddisAbaba(Table30).Duringtheco-facilitatorstrainingworkshops,thetrainingguides,PowerPoint,anddescriptionof

activitieswerereviewed.TheREADTA/FSUteamandtheirMTco-facilitatorsidentifiedwhatshouldbe

trainedinEnglish,inmothertongue,andinbothlanguages.Duringtheco-facilitatorstrainings,someof

thetrainersidentifiedsectionsnotadaptedornotcorrectlyadapted.Changesweremadeduringthe

workshopsanditwaspossibletomakethechangesbeforethefinalMTmoduleswereprinted.All

activitieswerepracticedandthetrainingguidesfinalizedforprintingpriortothetrainings.Thefinal

productsweretheprintedtrainingguides.

Table29.MTco-facilitatorsforCTEteachereducators’trainingsonModule6Region Organization Position Female Male Total

AmharaCTE-Dessie MTLecturer 1 0 1


Oromia CTE-Jimma Expert 0 1 1

SNNPR




Tigray CTE-Abiaddi MTLecturer 0 1 1

Total 1 6 7

46

Table30.MTco-facilitatorsforCTEteachereducators’trainingsonModule7Region Organization Position Female Male Total

Amhara


CTE-Woldiya MTLecturer 0 1 1

OromiaCTE-Mettu DepartmentHead 0 1 1

CTE-Shambo MTlecturer 1 0 1

SNNPR




Somali RSEB-Somali TrainingExpert 0 1 1

Tigray CTE-Adwa Instructor 0 1 1

Total 1 8 9

4.2.2.2.TrainCTEMTteachereducatorsandregional/zonalTDPexperts:Modules6and7Afterdevelopingeverynewpre-servicecoursemodule,READTAtrainedteachereducatorsoneachnew

MTcoursemoduledeveloped.SuchtrainingstookplacefortheREADTA-developedcourseModules1–5

beforeendofYear5,Q1.Inasimilareffort,duringthisreportingquarter,theprojecttrainedCTEMT

teachereducatorsonthenewlydevelopedcourseModules6(MT223)and7(MT221).Thetrainingson

thetwomoduleswereorganizedintworounds,round1forMTsusingLatinscriptsandround2forMTs

usingSabascripts.Inbothroundoftrainings,READTAtrainedacombinedtotalof210(52female)CTE

teachereducatorsandrepresentativesfromMOE,RSEBs,andZEDs.

Trainingofteachereducators(fromLatin-basedlanguagegroups)onModules6and7Trainingofteachereducators(Latin-basedlanguagegroups:AfaanOromo,Af-Somali,Hadiyyisa,

SidaamuAfoo,andWolayttatto)onModule7tookplaceNovember23-25,2016inAddisAbabaforthreetrainingdays.Ontheotherhand,Module6trainingforteachereducatorscomingfromLatin-

basedlanguagegroupsfollowedfromNovember26toDecember02,2016,foratotaloffourtraining

days.

ThetrainingsessionswerefacilitatedbyateamofREADTA/FSUreadingexpertsandselectedMT

teachereducatorswhoweretrainedasco-facilitators.Atotalof82(9female)participantsfromCTEs,

RegionalEducationBureaus,andZEDsfromtheOromia,Ethio-Somali,andSNNPRregions,aswell

asrepresentativesfromtheMOEweretrainedonModules6and7(Table31).AsthetrainingworkshopwasspecificallyfortheLatinscriptlanguages,theintensefocusonLatinscripts

facilitatedintensediscussionoflinguisticconceptsrelatedtotheseLatin-basedlanguagesand

writingmechanisms.

Table31.Trainingofteachereducators(fromLatin-basedlanguagegroups)onModules6and7Region Organization Position Female Male TotalAddis

Ababa

MOE TDPExpert 0 1 1

University-AAU Lecturer 0 1 1

Amhara CTE-Kemissie MTLecturer 0 1 1

OromiaCTE-Jimma,Nekemte,Chiro,

Assela,Shambo,Bulehora,Robe, MTLecturer 7 40 47

47

Region Organization Position Female Male TotalFitche,Dembidolo,Mettu,

Adolla,Sebeta,Kemissie

SNNPRCTE-Hawasa,Hosana,Arbaminch MTLecturer 0 20 20

ZoneEB-Hadiya Expert(TDP,Language) 0 2 2

SomaliCTE-Kebridhar,Dr.AH MTLecturer 2 7 9

RSEB-Somali TrainingExpert 0 1 1

Total 9 73 82Trainingofteachereducators(fromSaba-basedlanguagegroups)onModules6and7Module7trainingforteachereducatorsfromSaba-basedlanguagegroups(AmharicandTigrinya)took

placeDecember5-7,2016forthreedays.Ontheotherhand,Module6trainingforteachereducators

comingfromSaba-basedlanguagegroupsfollowedfromDecember8to142016,foratotaloffour

trainingdays.ThetrainingsessionswerefacilitatedbyateamofREADTA/FSUreadingexpertsand

selectedMTteachereducatorswhoweretrainedasco-facilitators.Atotalof128(43female)

participantsfromCTEs,RegionalEducationBureaus,andZEDsfromtheAmharaandTigrayregions,

aswellasrepresentativesfromtheMOEweretrainedonModules6and7(Table32).AsthetrainingworkshopwasspecificallyfortheSabascriptlanguages,theintensefocusonSabascripts

facilitatedintensediscussionoflinguisticconceptsrelatedtotheseSaba-basedlanguagesand

writingmechanisms.

Table32.Trainingofteachereducators(fromSaba-basedlanguagegroups)onModules6and7Region Organization Position Female Male TotalAddisAbaba

MOE TDPExpert 0 1 1

CTE-Kotebe MTLecturer 3 3 6

Afar CTE-Asayita MTLecturer 0 2 2

Amhara

CTE-Finoteselam,Sekota

D/markos,Gondar,Woldiya,

DebreBirhan,Dessie,

Begemidr,Injibara MTLecturer 21 37 58

ZED-SouthGondar TDPexpert 1 0 1

Benishangul-

Gumuz

CTE-GilgelBeles Lecturer 1 1 2

RSEB-Benishangul-Gumuz TDPFacilitator 0 1 1

GambellaRSEB-Gambella HeadCurriculum 0 1 1

CTE-Gambella MTLecturer 2 3 5

Oromia CTE-Nekemte,SebetaDepartment

Head,Lecturer 0 2 2

SNNPR

CTE-Hosaena,Hawassa,

Arbaminch,Dilla,Bonga MTLecturer 9 19 28


Somali CTE-Dr.AH MTLecturer 1 3 4

TigrayCTE-Abiaddi,Adwa MTLecturer 4 11 15

RSEB-Tigray TDP 1 0 1

Total 43 85 128

48

BloomAwarenessWorkshopsforMotherTongueTeacherEducatorsREADTAincollaborationwithSILEthiopiaorganizedtwotwo-dayworkshopstointroducemother

tongueteachereducatorstoBloomSoftware.ThetwoworkshopswereplannedaspartofawiderREAD

TACTEteachereducatorstrainingworkshops:OneforMTteachereducatorsworkinginlanguagesusing

theLatinscriptfromNov30toDec01,2016(seeTable31fordetailonparticipants)andanotherworkshopforthoseMTteachereducatorsworkinginlanguageswiththeSabascriptfromDec10to12,

2016(seeTable32fordetailonparticipants).Inthetwoworkshops,atotalof210(52female)CTE

teachereducatorsandrepresentativesfromMOE,RSEBs,andZEDsparticipatedintheBloomawareness

workshops.

TheBloomSoftwaretrainingwasintendedtobuildthecapacityofmothertongueteachereducatorsto

beabletosupportthecontentsofModule6:MT223-Children’sLiteratureinMT.Moreover,the

trainingishopedtobuildthecapacityofteachereducatorsatCollegesofTeacherEducationto

mobilizingcommunity,identifyingresources(i.e.,booktitles)andlearnhowtheycouldhelpfuture

teacherstoengageinacreativeprocessofdevelopingtheirownchildren’sbooks,leveledreaders,

decodables,etc.

4.2.4.M&EofmoduleimplementationAspartofthepre-servicecoursemoduledevelopmentandrevisionprocess,READTA/FSUconducts

M&EofeachmodulewhiletheCTEsareinsession.TheM&EisconductedbyatrainedteamofMT

instructors(alsocalledMTassessors)whoapplydatacollectionmethodstomonitorandevaluate

moduleimplementation.Sofar,untilYear5,Q1,READTA/FSUusedthesemethodstoconductM&Eof

Modules1-4.READTAalsoconductedM&EofModule5(MT212)duringthereportingquarter.

QuarterlyprogressontheM&EofModule5isprovidedinthesectionbelow.

4.2.4.a.M&EofmoduleimplementationforModules4–7:Module5M&EofModule5(MT212)implementationatCTEs

Atwo-dayMonitoringandEvaluationTrainingworkshopwascarriedoutonDecember19-20,2016to

traindatacollectorsfromeachregiontoapplydatacollectiontoolsinthemonitoringandevaluationof

Module5(MT212:IntroductiontoLanguageandLinguistics)implementationatCTEs(Table33).Thistwo-daytrainingincludedparticipantsfromallsevenMTs.Datacollectorsparticipatedinareviewofthe

expectationsforclassobservations,notes,focusgroupdiscussions,surveys,andinterviewsafterfully

reviewinganddiscussingeachiteminthedatacollectiontools.

Table33.CTEinstructorstrainingtoconductM&EofModule5(MT212)Region Organization Position Female Male Total

AmharaCTE-Gondar MTLecturer 0 1 1

CTE-Dessie Lecturer 0 1 1

OromiaCTE-Mettu MTLecturer 0 1 1


SNNPR




49

Region Organization Position Female Male TotalSomali PrimarySchool Teacher 0 1 1

Tigray CTE-Adwa Instructor 0 1 1

Total 0 9 9

4.2.5.Revisionandproductionofpre-servicemodulesinEnglishandsevenMTs

4.2.5.1.Revisionofpre-servicemodulesinEnglishandsevenMTs:Module4(Englishversion)TherevisionoftheEnglishversionofModule4:TMT322wasdelayedseveraltimes.Theoriginal

schedulewastocompleteitinAugust2016.However,thereweretoomanyactivitieshappeningat

once,andtheconcernwasthattherewouldbenocompetentinstructorsavailablefortherevision.The

datewaschangedtoearlyOctober2016;however,theeventsin-countrymadeitdifficulttoagain

identifyenoughinstructorstocompletethedifferentactivities.Theworkshopwasfinallyheldovertwo

weeks,includingSaturdays,fromOctober31-Nov.12,2016inAddisAbaba.ThirteenCTEinstructors

conductedtherevisionoftheEnglishversionofthemodule(Table34).FinalrevisionofsevenMT

versionsofModule4willbeconductedinQ3.

Table34.Revisionofpre-serviceModule4–EnglishversionRegion Organization Position Female Male Total

AmharaCTE-Gondar MTLecturer 0 1 1

CTE-Begemidr MTLecturer 0 1 1

Oromia

CTE-Assela MTLecturer 0 1 1

CTE-Adolla MTLecturer 0 1 1

CTE-Mettu DepartmentHead 0 1 1

CTE-Sebeta MTLecturer 0 1 1

SNNPR




Somali CTE-Dr.AH AssistantLecturer 0 1 1

TigrayCTE-Adwa MTLecturer 0 1 1

CTE-Abiaddi MTLecturer 1 0 1

Total 1 12 13

4.3. Build capacity of RSEB and MOE in planning and monitoring system improvements 4.3.3.ImplementRSEB/CAEBcapacitybuildingactionplans

4.3.3.1b.Buildthecapacityofeducationalleadersattheregion,zone,andworedalevelsforrevisedMTcurriculumimplementation(fornon-READTAtargetregions)InYear4,READTAconductedaseriesofleadershipCBworkshopsforregionaleducationalleaderson

howtouseacommunicationtoolkitdevelopedforsupportingMTcurriculumimplementationatvarious

levels.ThetrainingreachededucationalleadersinthefiveREADTAtargetregionsandoneadapting

region(AddisAbabaCityAdministration).

50

TheYear5READTA’splanincludesconductingsimilarCBworkshopsfortheremainingadaptingregions.

DuringQ1,inpreparationforsuchworkshops,READTAworkedwiththeDireDawaCityAdministration

toobtainanestimateonthenumberofeducationalleadersandofficialsinthecityadministrationthat

canbeusedtoplanfortheworkshop.However,thenumberwasnotcommunicateduntiltheendofQ2.

4.3.3.2.Follow-upandprovidecontinuoussupportfortheimplementationofMTCommunicationToolkitandM&EToolkitPreparationsforthefollow-upandsupportontheMTCommunicationToolkitandM&EToolkitwas

conductedmainlyinQ1butalsoinQ2.Thepreparationsincludedinstrumentsdevelopmenttomonitor

MTcurriculumimplementationattheMOEandRSEBlevelincludingclassroomobservationchecklists,a

focusgroupdiscussiontemplate,andadocumentanalysischecklist.Theinstrumentswereshared

internallyatREADTAandfurtherrefinementsweremadebeforetheirusetoconductmonitoringinQ2.

Inaddition,READTAconductedatwodaysconsultationmeetingpriortomonitoringofschoolstofollow

upwiththeimplementationofMTCommunicationToolkitandM&EToolkit.Duringthetwodays,READ

TAregionalmanagersandCapacityBuildingSpecialistsconvenedwithcentralREADTAtechnicaland

M&Estaffandsharedthestatusofcapacitybuildingactivitiesatregionsandoutlinedactionpointsafter

thoroughlydiscussingthechallengesandpossiblesolutions.

Afterthepreparations,theREADTACapacityBuildingSpecialistsandRSEBrepresentativesconducted

follow-upvisitsintheirrespectiveregionstocheckthestatusofthenewlyrevisedMTcurriculum

implementationsandsupportprovidedbytheconcernededucationalleadersandthensharethe

successes,challengesandlessonlearned.Consequently,RSEBs,ZEDs,andmainlyschoolswerevisitedin

allthefiveregionsexceptEthio-Somali.Datawascollectedfromthevisitsbyusingtheappropriatetools

amonginterview,classroomobservation,focusgroupsordocumentreviews.Table35belowshowsfiguresontheschools,principals,andMTteachersmonitoringconducted.

Table35.Numberofprimaryschools,schoolprincipals,andMTteachersDatasources Amhara Oromia SNNPR Tigray TotalSchool(s) 6 9 1 5 21Principal(s) 6 9 1 5 21MTteachers 12 17 2 20 51ClusterResourceCenter

(CRC)Supervisor

5 0 0 0 5

OverallgoodimpressionsobservedacrossthefourregionsinimplementingtherevisedMTcurriculum

included:

• Studentsaregenerallycomfortablewiththestories,illustrationsandactivitiesinthenewly

revisedMTcurriculummaterialsandalsohaveapositiveattitudetowardsmaterials.

• Studentstendtobewellengagedduringgroupworkandotherclassroomactivities.

• MajorityofstudentsbringstudentbookstoschoolexceptSNNPR.

• MajorityofMTteacherswereteachingusingtheirTGsandtheirlessonplan

• MTteachersreviewandprovideconstructivefeedbackforstudentsontheirexercisebooks.

Ontheotherhand,althoughtherearedifferencesacrossregions,thegeneralproblemsobservedin

implementingtherevisedMTcurriculumincluded:

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• Agreedactionpointsduringtheleadershipcapacitybuildingworkshopsarenotbeing

implementedaspromised,exceptinSNNPR.Forexample,trainedleadersandexpertshavenot

sharedinformationontherevisedcurriculumtoschoolprincipalsandclustersupervisors.

• ClustersupervisorswhoweretrainedontherevisedMTcurriculumarefailingtoorient

principalsundertheirsupport.

• Schoolprincipalshavelimitedinformationonavailabilityoftherevisedstudenttextbooksand

TGsintheirschool.

• TheschoolprincipalsandmajorityofCRCsupervisorshavelimitedornoinformationaboutthe

revisedcurriculumtoprovidesupport.

• Largeclasssize,withinstancesofasmanystudentsas92perclass.Shortageofbooks.

• Limiteduseofteachingaidslikeflashcards,whichcanbelocallyprepared.MotherTongue

curriculumimplementationofM&EisnotconductedinalltheregionsexceptAmhara

• MTteachersstrugglingtoabandontheiroldwaysandpracticemethodsintherevisedMT

curriculumlikethegradualreleasemodel;andassessment,supportandenrichment.

• UnavailabilityoftherevisedGrades5-8studentbooks.Studentswhostartedusingthenew

booksonGrade4goingbacktotheoldbookinGrade5.

Basedontheresultsofthevisit,thefollowingrecommendationsweremadetorelevantstakeholders,so

astoimprovetheimplementationoftherevisedMTcurriculumandachieveitsintendedpurpose.

• RSEBincollaborationwiththeMOEshouldsolveshortageofbooksinprimaryschools;

• StrongfollowupandsupportsystemneedtobeinstitutionalizedbyRSEB,ZEDs,WEOsand

schoolssoastoensureproperimplementationoftheMTcurriculum.

• Schoolprincipalsandclustersupervisorswhodidnottaketrainingshouldbecapacitatedto

provideprofessionalsupporttoMTteachers

• ContinuousprofessionalsupportisneededforMTteacherstoexercisetheteachinglearning

processasperthestepsclearlyindicatedintheTGs.Henceutmosteffortisexpectedfrom

teacherssoastoimplementtheMTcurriculumintheclassroom;

• OrganizingandstrengtheningdiscussionforumsforMTteachersintheschooltoshare

experiences,identifyandsolveproblemsshouldbethepracticeofallschools.

• READTAshouldstrengthenfollowupvisitsofschoolstoseestatusofMTcurriculum

implementationandprovidesupport.

• RolesandresponsibilitiesofeachworkprocessinimplementingthenewMTcurriculumshould

bereflectedatannualplanofzones,woredasandschools;

• MentoringsupportshouldbeprovidedtoMTteachersatschoolandclustercenterleveltofill

technicalgapobservedduringclassroomobservation.

4.3.3.3.BuildthecapacityofkeyM&Estaffintheregionstoensurenewcurriculumimplementation(forOromiaonly)InYear5Q1,READTAstartedtorollouttheM&Etrainingforeducationalleadersandexpertsofthe

Oromiaregion.Theprojectconductedoneregionallevelconsensusbuildingworkshopandfourrounds

(outofeight)ofworeda-levelworkshops.

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Thisreportingquarter,theprojectconductedtheremainingworeda-levelworkshopsonM&EofMT

curriculumimplementationforOromiaregioneducationalleadersandexperts.Fourroundsof

workshopswererolledoutatfourvenues:(1)Adama(October25-28,2016),(2)Adama(November8-

11,2016),(3)Assela(Nov29-Dec2,2016),and(4)Shashe-mene(December5-8,2016)(Table36).TheparticipantswereworedaTDPexperts,ClusterResourceCenter(CRC)supervisors,heads,viceheads,

andRSEBleadersandexperts.Atotalof330(26female)educationalleadersandexpertsweretrained

fromOromiaregion.

Table36.Participantsofworeda-levelMTcurriculumimplementationM&EtrainingsRegion Organization Position Female Male Total

Oromia

WEO

ClusterResourceCenter

Sup. 5 159 164

WEOExpert 21 133 154

WEOViceHead 0 9 9

RSEBTDPExpert 0 1 1

ViceHead 0 1 1

Head 0 1 1

Total 26 304 330

4.3.3.3b.BuildthecapacityofkeyM&EstaffintheadaptiveregionstoensurerevisedcurriculumimplementationSimilartotheCBworkshopsconductedforthefivetargetregions,READTAplannedtobuildthe

capacityofeducationalleadersandexpertsofadaptingregionsontheM&EoftheMTcurriculum

implementation.Intheinitialphase,theworkshopsweretoberolledoutforadaptingAddisAbabaand

DireDawaCityAdministrations.However,becauseofothergovernmentprioritiesthattheeducational

leaderswerepreoccupiedwith,theseworkshopsdidnottakeplace.AlthoughREADTAplannedto

conductthetrainingsinQ2,theadaptingregions/cityadministrationswerenotreadyduringtheperiod.

4.3.4.ImplementtheMOEcapacitybuildingactionplanbasedonplansdevelopedunder4.3.24.3.4.2.Follow-uponthecommunicationandsupportofdirectoratesforMTcurriculumImplementationThisactivitywasnotconductedduringthereportingquarterduetootherpriorityactivitiesthat

occupiedstafftime.

4.3.5.ProvidetechnicalsupporttoMOEandRSEBsonimplementingMTspecialeducationneeds4.3.5.3.ConsultativeworkshoponmaterialmodificationforreaderswithseveredisabilitiesThisactivitywasnotconductedduringthereportingquarterduetootherpriorityactivitiesthat

occupiedstafftime.

4.3.5.4.PreparematerialsforreaderswithseveredisabilitiesThisactivitywasnotconductedduringthereportingquarterduetoadelayedpredecessoractivity,

4.3.5.3.

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4.4.PrepareMOEandRSEBsforprojecttakeoverandsustainabilityofactivities4.4.1.ConductnationalsustainabilityworkshopandsupportpreparationofsustainabilityplanThisactivityhasbeenrescheduledtoMarch2017withslightmodificationinstrategyfromhowthe

activitywasoriginallyoutlined.

4.4.2.ImplementCBforMOEandRSEBandothereducationalpartnerstoensuresustainabilityThisactivitywasnotconductedduringthereportingquarterduetoarescheduledpredecessoractivity,

4.4.1.

4.4.3.Follow-upandmonitorthesustainabilityplan’simplementationstatusThisactivitywasnotconductedduringthereportingquarterduetoarescheduledpredecessoractivity,

4.4.1.

3. LESSONS LEARNED RSEBsareinabetterpositionthantheMOEtoleadsupportfortheREADMTpackageREADTAworkedhardtobuildthecapacityoftheMOEtotaketheleadinsupportingtheREADMT

packagebasedontheassumptionthattheMOEcouldbe,structurally,betterpoisedtosupportthe

implementationofthepackage.However,theRSEBadministrationswerefoundtobebothmore

capableandwillingtotaketheleadinsupportingtheREADMTpackageandshouldbetheonestaking

theleadontheMTpackagemovingforward,insteadoftheMinistry.Thepresenceofdecisionmakersat

theConsultationWorkshopheldduringthereportingquarterwiththeMOEandRSEBswasvitalfor

productiveactionablediscussionsonsustainability.Thegranularevaluationoftechnicalstaffateach

CTEandRSEBhelpedcreateaclearpictureandwayforwardforadministrationofficialstoensure

technicalsustainability.

Trainingqualityenhancedbyseparatelyconductingteachereducators’trainingonnewlydevelopedMTmodulesbasedonscriptsDuringtheteachereducators’trainingforthefirstfournewlydevelopedmodules,READTAusedto

trainteachereducatorsfromthesevenMTswithouttakingintoaccountthetypeofscriptsusedbythe

MTsforgroupingtrainingsessions.However,READTAtestedanewapproachtotrainteachereducators

duringQ1whileconductingModule5training.Thenewapproachwastoseparatelytrainteacher

educatorsbasedonthetypeofscriptusedintheMTmodulestheyteach.Thismeansthatmodule

trainingwasdividedintotworoundsandintogroupsofSabascriptlanguages(AmharicandTigrigna)

andLatinscriptlanguages(AfaanOromo,AfSomali,Hadiyyisa,SidaamuAfoo,andWolayttatto),which

enabledthetrainingtobemoremanageableinsizeandallowedmoreinteractionbetweentrainersand

participants.Thismodelworkedextremelywelllogisticallyandpermittedthetrainingtobeheldata

smallervenue.Moreover,thefocusonaspecificscriptfacilitatedintensediscussionsoflinguistic

conceptsrelatedtotheSaba-basedandLatin-basedlanguagesandwritingmechanisms.Therefore,

trainingsonModules6and7thisquarterwereconductedadoptingthesamemodelwhichresultedin

similaroutcomes.

Developing“Expert’sDirectory”wouldassistfutureactivitiesandlearningREADTAhasbeenworkingwithvariouslocalandinternationalexpertswhohavegainedextensive

experiencewhilecontributingtheirsharetotheactivitiesconducted.READTArecognizesthathavinga

list,profiles,andcontactinformationforallexpertswhoworkedwiththeprojectforfurthercontactand

learningneedsisextremelyhelpful.ThisisalsotrueforMTexperts;havingtheircontactinformationis

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ofgreatimportancefortheproject’sfutureactivities.Therefore,aspartofREADTA’sknowledge

managementefforts,theprojectwillworktocompileanExperts’Directoryintheremainingquartersof

Year5.

3.1 Implementation challenges

CapacitygapswithsomemembersoftheEnglishcurriculummaterialdevelopmentteamThequalityofthetextsandlessonsdevelopedbysomegradelevelteamswerenottotheexpected

level,whichledtomanyconversationsbetweentheteamandthequalityassurancepeople.Asaresult,

strugglingteamswerebehindschedule.Tosolvetheproblem,aclosefollow-upwasmadetoassess

individuals’contributionstothedevelopmentteamthroughreviewingtheirworkquality,observing

theirlevelofengagement,andusingthefeedbackfromteammembers.Finally,inconsultationwiththe

MOE,fiveexpertsthatweconfirmedashavingalowcapacitywerereplacedbynew,qualifiedexperts

fromtherespectiveregions..

DelayintheprintingofGrades5-8booksleadingtopostponementofMasterTrainersandTeacherTrainerstrainingsAshasbeenthepracticeinREADTA,thetrainingofMasterTrainersandTeacherTrainersiscontingent

uponthereadinessofRSEBstoprocureTGsandSBsanddeliverthemtoschools,whichneedtobe

officiallyconfirmedbytheMOE.AlthoughREADTAwasreadytoconductthetrainingofMasterTrainers

andTeacherTrainers,therehadnotbeenaregion/cityadministrationthatwasabletoconfirm(through

theMOE)theprintinganddistributionofGrades5–8bookstoschools.Hence,READTAwasnotableto

proceedwithitsplan.ThisisamajorproblemasREADTAisinitsfinalyearofimplementationwithonly

ninemonthsleftbeforetheprojectcloses.

ChallengesfacedinsupportingtheREADMTpackageThisreportingquarter,READTAhadchallengesgettingtheMOECEICTtosupporttheMTpackageand

alleviatingtheirconcerns,whichcauseddelaysinprogramactivities.READTA/Inveneoalsoencountered

issueswiththeMOECEICTandRSEBtechnicalstaffwhowereunhappywiththeamountofperdiem

fundsreceivedfromtheprojectfortheirparticipationinthesecondmaintenancevisit.Another

challengethatREADTAcontinuedtofacealsorelatedtosomeRSEBandCTEICTofficers’requestsfor

additionaltechnicaltrainingeventhoughREADTAhadconductedseveraltrainingsinthepast.Further,

newlyhiredRSEBandCTEICTofficershadnotallbeentrainedontheMTpackagebytheirdepartments

andwerenotpreparedtosupporttheMTpackageormakethemostofthetrainingduringthesecond

maintenancevisit.READTAhashelddiscussionswiththeMOE,RSEBs,andCTEstoexplainthatits

trainingsaredesignedtobuildthecapacityofqualifiedICTofficersonhowtospecificallymanagethe

READMTpackageequipment.ButtheprojectshouldnotbeexpectedtobuildthegeneralICTcapacity

oftheICTofficers,especiallyiftheydonotalreadyholdtherequisitequalificationsandexperienceto

handlebasicICTtechnicalwork.ItshouldbetheCTEs’andRSEBs’responsibilitytoensuretheyhireand

trainqualifiedICTofficers.

ChallengesfacedduringbaselinedatacollectionforATCBIFortheATCBI,RSEBswererequestedtoselectschoolsfortheinitiative’simplementation.RSEBs

receivedclearcommunicationabouttheinclusioncriteriaforschools—theprimarycriteriabeingthe

needtoselectschoolsthathaveatleasttwoGrade2classroomsandatleasttwoGrade2MTteachers

whohavereceivedthetrainingontherevisedMTcurriculum.Inmanycases,however,theRSEB’s

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selectionofschoolsdidnotmatchtheinclusioncriteria.Projectteamsfound(1)schoolswithnooronly

oneteacherwhohadattendedthe10-daytraining,(2)classroomswithnoorinsufficientnumbersof

books,and/or(3)teacherswhoweretrained,buthadnotyetbeengiventherevisedteacherguide.

Replacementclassroomsandschoolshadtobefoundbythedatacollectionteams,whichstrainedthe

timetablesetfortheactivity.

Theexistenceofalargenumberofstudentsperclass,particularlyinSNNPR,wasalsoanotherchallenge

thatconsumedtimesetasideforthedatacollection.Thehighnumberofstudentsinselected

classroomshadtoallbescreenedforhearingandvision,whichtookmorethanoneschoolday.

Dailysubsistenceallowance(DSA)regulationspertainingtotheperdiemlimitsreducingturnoutofparticipantsforworkshopsInregardstothemoduledevelopmentworkREADTAconducts,thereseemstobeadecreaseinthe

numberofparticipantsfromallregionsincomparisontopreviousworkshops.Partoftheproblem

seemstoberelatedtothenewDSAregulationspertainingtotheperdiemlimitsimposedbythe

MinistryofFinanceandEconomicCooperation—infact,participantsinotherREADTAworkshopsvoiced

theirdispleasureabouttherevisedDSArate.Forinstance,duringthelastfourroundsofcapacity

buildingtrainingsinOromiaregion,participantswerehighlydissatisfiedwiththerevisedrate,whichwas

reflectedinthedailytrainingevaluationdatacollectedduringtheworkshops.

3.2 Monitoring and Evaluation Plan (MEP) Update

Duringthereportingquarter,READTA’sMEPwasrevisedbasedonfeedbackprovidedbythe

AgreementOfficer’sRepresentative(AOR).TherevisedMEPwillbesubmittedtoUSAIDinQ3.

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4. FINANCIAL EXPENDITURE [REDACTED]

57

ANNEX A: PERFORMANCE PLAN AND REPORT OF PROGRESS SUMMARY, BY QUARTER TableA1outlinestheachievedversusplannedprogressfortheperiod,disaggregatedbygender,geographicarea,andotherrelevantfactors.

TableA1.Performanceplanandreportofprogresssummary,fiscalyear(FY)2017StrategicObjective

IndicatorDataSource

BaselineData FY2016 QuarterlyStatus(FY2016) AnnualPerforman

ceAchievedtoDate(in

%)

Comment(s)Year Value

AnnualCumulativePlannedTarget

AnnualCumulative

Actual

Quarter(Q)1 Q2 Q3 Q4

USAIDEthiopia’sREADIntermediateResult(IR):Improvedreadingachievement

READSub-IR1:Readingandwritingmaterialsdevelopedandpre-andin-serviceteachertrainingdeliveredasappropriateforprimaryclassrooms

Numberofteachers,educators,andteachingassistantswhosuccessfullycompletedin-servicetrainingorreceivedintensivecoachingormentoringwithUSGovernment(USG)support

— — — 25,877 10,101 41 10,417 — — 40.41%

Numberofteachers,educators,andteachingassistantswhosuccessfullycompletedpre-servicetrainingwithUSGsupport

— — — Tobedetermined(TBD)

*1,291 0 0 — — Notapplicable(N/A)

Percentageofachievementcannotbedeterminedatthistime

58

StrategicObjective

IndicatorDataSource

BaselineData FY2016 QuarterlyStatus(FY2016) AnnualPerforman

ceAchievedtoDate(in

%)

Comment(s)Year Value

AnnualCumulativePlannedTarget

AnnualCumulative

Actual

Quarter(Q)1 Q2 Q3 Q4

Numberoftextbooksandlearningmaterialsdeveloped

— — — 16 0 0 0 — — 0% DevelopmentofEnglishmaterialsisnearfinal

READSub-IR2:Improvedmanagementandplanningcapacityatschools;collegesofteachereducation(CTE)s;andworeda-,regional-,andMOE-levelinearlygradereadingandwriting

NumberofadministratorsandofficialssuccessfullytrainedwithUSGsupport

— — — 500 779 449 330 — — 155.8%

READSub-IR3:Enhancedcommunityinvolvementindeliveryofqualityeducation

NoindicatorsforREADTA

READSub-IR4:Monitoringandevaluationconductedtoensurethatimplementationisontrackandresultsareachieved*READ TA has not been able to obtain official data for pre-service training completion numbers from the MOE and CTEs. The numbers indicated in this report are drawn from unofficial reporting from only 12 out of the 36 CTEs.