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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
USAID-FUNDED PAKISTAN READING PROJECT QUARTERLY PROGRESS REPORT: APRIL 01 - JUNE 30, 2016
Sponsoring USAID Office: USAID/Pakistan
Cooperative Agreement Number: AID-391-A-13-00005
Grantee: International Rescue Committee (IRC)
Date of Submission: July 31, 2016
Revised Date: August 25, 2016
THE AUTHORS’ VIEWS EXPRESSED IN THIS DOCUMENT DO NOT NECESSARILY REFLECT THE VIEWS
OF THE UNITED STATES AGENCY FOR INTERNATIONAL DEVELOPMENT (USAID) OR THE UNITED
STATES GOVERNMENT.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
TABLE OF CONTENTS
ACRONYMS ............................................................................................................................................. 4
EXECUTIVE SUMMARY ............................................................................................................................ 5
SNAPSHOT OF THE PROGRAM ................................................................................................................ 7
PROGRAM ACTIVITIES ............................................................................................................................. 8
COMPONENT 1: IMPROVED CLASSROOM LEARNING ENVIRONMENT FOR READING ..................... 8
COMPONENT 2: IMPROVED POLICIES AND SYSTEMS FOR READING .............................................. 23
COMPONENT 3: COMMUNITY BASED SUPPORT FOR READING ...................................................... 23
GENDER ................................................................................................................................................. 41
COMMUNICATIONS AND REPORTING .................................................................................................. 42
MONITORING, EVALUATION AND LEARNING ....................................................................................... 45
ISSUES AND CHALLENGES ..................................................................................................................... 48
OPERATIONS HIGHLIGHTS .................................................................................................................... 50
PRP INTERNATIONAL VISITORS/CONSULTANTS VISITS ......................................................................... 50
KEY MEETINGS ...................................................................................................................................... 55
ANNEXES ............................................................................................................................................... 62
ANNEX 1: PERFORMANCE AGAINST PROPOSED INDICATORS .......................................................... 63
ANNEX 2: LETTER ISSUED BY GOVERNMENT OF PUNJAB FOR MOTHER TONGUE STUDY ............... 79
ANNEX 3: GRANTS ADVERTISEMENT ................................................................................................ 80
ANNEX 4: SUCCESS STORIES ............................................................................................................. 81
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
ACRONYMS
ADE Associate Degree in Education
B.Ed. (Hons) Bachelors of Education (Honors)
BoC Bureau of Curriculum
CA&DD Capital Administration and Development Division
CMR Community Managed Reading
CPD Continuous Professional Development
CRP Complementary Reading Program
DCTE Directorate of Curriculum and Teacher Education
DEE Directorate of Education Extension
DoE Department of Education
DRLP Daily Reading Lesson Plan
EGRA Early Grade Reading Assessment
FTF Face-to-Face
HEC Higher Education Commission
HR Human Resources
ICT Islamabad Capital Territory
KP Khyber Pakhtunkhwa
LC Disability LC Disability and Development Program Pakistan
LCWU Lahore College for Women University
MDT Material Development Team
MEL Monitoring, Evaluation and Learning
M&E-IS Monitoring, Evaluation and Learning Information System
MOU Memorandum of Understanding
MRC Material Review Committee
MSF Mission Strategic Framework
NACTE National Accreditation Council of Teacher Education
NCRC National Curriculum Review Committee
NEAS National Education Assessment System
NGO Non-Government Organization
NOC No Objection Certificate
PAC Provincial Advisory Committee
PCP Pakistan Center for Philanthropy
PEAS Provincial Education Assessment System
PIRs Performance Indicators Reference Sheets
PITE Provincial Institute for Teacher Education
PMP Performance Monitoring Plan
PPP Public Private Partnership
PRP USAID-funded Pakistan Reading Project
PSC Provincial Steering Committee
PTC Parent Teacher Committee
RFA Request for Application
RIS Reading Improvement Strategy
SMC School Management Committee
SMS Short Message Service
SOP Standard Operating Procedure
SSA School Support Associate
TEP USAID Teacher Education Project
TIG Teacher Inquiry Group
TTI Teacher Training Institute
VMV Virtual Mentoring Video
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
EXECUTIVE SUMMARY
The USAID-funded Pakistan Reading Project (PRP) is supporting the provincial and regional
departments of education in Pakistan to improve quality of education with a focus on improving
reading skills of children at early grade level. PRP will achieve this goal through three objectives:
teacher trainings, policy reforms, and community support for reading in Pakistan.
PRP’s component 1 focused on phase 2 refresher trainings for cohort 1 teachers, mentors and
academic supervisors continued from previous quarter, in addition to the monthly Teacher Inquiry
Group (TIG) meetings and school support visits. In this reporting period, PRP trained/oriented:
4 reading specialists (2 male, 2 female)
30 mentors (5 male, 25 female)
62 academic supervisors (41 male, 21 female)
2,097 teachers (1,302 male, 795 female)
As of June 30, maximum of 13 TIG meetings were conducted in cohort 1 districts while a maximum
of 10 TIG meetings were held in cohort 2 districts. As planned, mentors and School Support
Associates (SSAs) conducted a total of 8,532 and 8,809 visits to PRP intervention schools
respectively.
Overall, PRP training program accomplished set goals. PRP’s package of Teaching Learning Material
(TLM) for grade 1 that reached cohort 2 schools in this quarter:
Urdu grade 1 material (weeks 1-16)
Sindhi grade 1 material (weeks 1-8)
PRP made significant progress in material development:
Sindhi TIG modules (11-18) finalized and sent for printing
Urdu grade 1 material (weeks 17-24) and Sindhi (weeks 9-24) delivered to design firm
Grade 2 material content developed in Urdu and Sindhi and approved by Material Review
Committees (MRCs)
Grade 2 material (weeks 1-24) in Urdu and Sindhi sent to design firm
Under the Information Communication Technology component, PRP reached 13,467 beneficiaries in
cohort 1 and 2 districts through informational text messages, with each user receiving on average 4
messages every month. Development of year 2 Virtual Mentoring Videos (VMVs) in Urdu and Sindhi
was completed and content was prepared for dissemination.
PRP’s scholarship program completed installments for 2,186 students including 2,009 Associate
Degree in Education and 177 B.Ed. (Hons.) ongoing scholarship recipients.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
PRP’s component 2 key achievements included:
Approval of reading standards by Gilgit-Baltistan government
Approval of Continuous Professional Development (CPD) strategic plan by AJK government
Completion of capacity building workshops on development of early grade reading
assessment tools in AJK, Balochistan, GB, ICT and KP
Completion of accreditation orientation workshops for 63 Teacher Training Institutes (TTIs) –
GB 4, KP 26, and Sindh 33.
Two Provincial Steering Committee (PSC) meetings (AJK 1 and Sindh 1) and three Provincial Advisory
Committee (PAC) meetings (AJK 1, Balochistan 1, and ICT 1) were held in this quarter. In addition, a
meeting was held with key stakeholders of KP to share PRP-TIG model and discuss possibilities for
integration of approaches and TIG model in the existing CPD system of education department. a
meeting was held with officials of Directorate of Curriculum and Teacher Education (DCTE),
Provincial Institute of Teacher Education (PITE), Islamia College Peshawar, University of Peshawar
and Sarhad University Peshawar to discuss the roadmap for developing Pushto reading standards for
early grades. In this meeting, a working group for development of reading standards in KP was
formed and also notified by DCTE-KP. Moreover, a consulting firm hired for conducting a study on
the use of mother tongue, developed research tools that were reviewed and piloted, and the firm
initiated data collection in Balochistan, Sindh, KP and Punjab.
Under Public Private Partnership (PPP), a meeting was held with Japan Embassy and they agreed to
provide vehicles for MBL in ICT and KP regions. USAID and PRP met with Pakistan Science Foundation
to explore ways of working together, and 2,550 books were donated by Rotary Club Karachi for PRP
target schools in Lasbela, Balochistan.
PRP’s component 3 advertised its Complementary Reading Program (CRP) grants funding
opportunity under the theme of ‘tutoring’. As a result of this solicitation, a total of 64 CRP
applications were received from 6 regions (AJK 7, Balochistan 8, GB 3, ICT 15, KP 16, and Sindh 15).
PRP awarded three Community Managed Reading (CMR) grants in 3 regions (GB 1, ICT 1, and KP 1).
CMR grant agreements were signed between PRP and CMR grantees.
PRP launched its MBL Summer Reading Program for the low cost private schools in Sindh and
Islamabad in this quarter. The MBL visited 14 schools providing an opportunity to 1,160 children
(645 boys, 525 girls) from marginalized communities who cannot afford supplementary reading
books to enhance their reading skills and promote a reading culture.
The gender component organized 3 orientation sessions in AJK, GB, and Islamabad for 89
participants (40 male, 49 female) on gender and conflict sensitivity. The project received USAID
approval for 3 gender posters that will be distributed to PRP focused schools in the upcoming
quarters.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
SNAPSHOT OF THE PROGRAM
The USAID-funded Pakistan Reading Project (PRP), implemented by the International Rescue
Committee (IRC) and its partners (Creative Associates International, World Learning, and Institute of
Rural Management), is supporting the provincial and regional education departments throughout
Pakistan to improve reading skills of
children in grades one and two. The project
will achieve this goal through three
components:
Improve Classroom Learning
Environment for Reading
Improve Policies and Systems for
Reading
Community – Based Support for
Reading
ANTICIPATED RESULTS
1.3 million grade 1 and 2 students
receiving reading interventions.
23,800 teachers in public schools with improved skills in teaching reading and conducting
classroom assessments.
Improved reading policies and systems for reading.
111 Teacher Training Institutions (Colleges and Universities) offering ADE and B.Ed. (Hons.)
degree programs with new reading curricula.
3,649 scholarships for ADE and B.Ed. (Hons.) students.
1.7 million workbooks provided for school children.
Provision of 23,800 tablets to teachers.
Mobile Libraries reaching out to 300 communities.
Small grants to support community based reading initiatives.
PRP is improving the quality of teaching and assessment of reading by supporting improvements to
teachers’ pre-service education, providing a model for continuous professional development for in-
service teachers, and making supplemental instructional materials more widely available to primary
school teachers. The project’s strategy entails supporting efforts of the Government of Pakistan in
each province and region to achieve these goals. PRP is promoting the adaptation and
implementation of policies that promote quality teaching and will ensure the sustainability of its
initiatives over time through permanent policy changes. The intervention will be improved reading
instruction and assessment of 23,800 teachers and 1,300,000 grade 1 and 2 students across 7
provinces/regions of Pakistan.
KEY ACHIEVEMENTS TO DATE
65,244 School Support Visits
304,992 Workbooks
2,186 Scholarships
14,901 Teachers
227,099 Students
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
PROGRAM ACTIVITIES
This section presents key program activities under the three core components of PRP:
1. Improved Classroom Learning Environment for Reading
2. Improved Policies and Systems for Reading
3. Community-Based Support for Reading
COMPONENT 1: IMPROVED CLASSROOM LEARNING ENVIRONMENT FOR
READING
The following activities were carried out under component 1 during this reporting quarter.
SUB-COMPONENT 1.1: TEACHER SKILLS IMPROVED THROUGH QUALITY EDUCATION,
TRAINING AND CONTINUOUS PROFESSIONAL DEVELOPMENT
1.1.1 STUDENT MATERIALS FOR READING SUPPORT
PRP is working closely with the provincial and regional governments across Pakistan to bring
meaningful and measurable improvement in student reading through improved learning materials
and teaching techniques. Over the last two years PRP developed a wide range of Teaching Learning
Material (TLM) in Urdu and Sindhi languages including daily reading lesson plans, big books, leveled
readers, flash cards and student workbooks for grades 1 and 2, to support teachers in teaching and
learning process to improve beginning reading skills of students. Linguistic experts, storywriters,
early grade language teachers, curriculum experts and language authority representatives have been
involved in all steps of material development process. The Material Review Committees (MRCs)
comprising of officials, subject experts, and teachers from Bureaus of Curriculum, Provincial
Institutes of Teacher Education, and Directorates of Education review and approve the material.
Developing early grade reading material for the Pakistani context is a very exciting and challenging
process that includes many stakeholders from the beginning to the end product. Steps involved in
the material development process are summarized below.
Figure 1: PRP Material Development Process
This quarter focused on development of daily reading lesson plans and workbooks for grade 2
teachers and students. PRP’s regional material development committees developed first drafts of
grade 2 materials at the national level and tested in PRP focused schools in urban and rural areas to
Develop Scope and Sequence
Development of TLM content
Field test of material in
schools
Refinement of material
Review by material review
committee
Incoporate feedback of committee
Designing and layout of material
Printing of material
Distribution of material in
schools
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
assess text difficulty level and contextualization. The content was reviewed by the national MRC,
revised with field analysis feedback, and then finalized by PRP’s material development team. The
grade 2 material is now in designing process.
1.1.1.2 MATERIAL REVIEW / DEVELOPMENT WORKSHOPS (URDU)
The Urdu Material Review Committee (MRC) members (15 male, 5 female) met in Karachi from May
4-6 to review grade 2 materials in Urdu language. PRP presented the grade 2 material development
process, acknowledging the support and efforts of MRC members in this process. The presentation
included in-depth analysis of Teaching Learning Material (TLM) pilot process and the changes made
to the content on the basis of pilot process.
After an in-depth analytical review of the Urdu big books, sample lesson plans, student workbooks,
and leveled readers, the MRC members recommended few changes that were incorporated in the
material. The main revisions included:
Reviewing and revising language to ensure grade-level appropriateness
Modifying sentence structure at recommended points
Omitting an Urdu big book, ‘گھر سجائیں ’ because of text difficulty
The MRC members admired and appreciated the development of grade 2 TLM and approved the
lesson plans, workbooks, big books, and leveled readers.
1.1.1.5-10 DEVELOPMENT OF URDU MATERIAL FOR GRADES 1 AND 2
Grade 1 Urdu
In this quarter, material of grade 1 (week 1-16) was printed and distributed in cohort 2 schools. This
included big books, daily reading lesson plans and student workbooks.
The lesson plans for grade 1 (week 17-24) were finalized by the material development committee,
and are now in designing process.
Grade 2 Urdu
The material development committee developed the content of leveled readers and big books in
previous quarter. This quarter focused on the development of daily reading lesson plans and the
associated exercises along with the flash cards. The content was developed with the collaboration of
material development committee, storywriters, linguists, PRP field practitioners and international
literacy expert during a workshop from March 29-April 7, attended by 23 participants (13 male, 10
female).
Table 1: Participants of Urdu material development workshop
Participants Male Female Total
Government officials 6 - 6
Consultants 6 3 9
PRP regional and national staff 1 7 8
Total 13 10 23
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
After the development of content, 6 schools were selected for material pilot testing, carried out with
approximately 30-35 grade 2 students from each school. The pilot testing allowed PRP to evaluate
the effectiveness of grade 2 TLM, assess the material alignment for grade-level appropriateness and
analyze material progression for pacing and skill development within the timeframe of a week. From
field test results, the material development team was able to revise the content before distribution
and implementation in schools in which trained teachers are working to improve students’ reading
skills. The table below shows the schools participating in pilot testing.
Table 2: School selected for pilot testing
District School Name Language Number of Students
Shaheed Benazir Abad-Sindh
GBPS New Society, Nawabshah Sindhi 26
Tando Allayar-Sindh GBPS Main Sindhi Tando Allayar Sindhi 35
Matiari-Sindh GGPS Main Matiari Sindhi 40
Islamabad IMS Boys (I-X) Said Pur Village Islamabad
Urdu 30
Islamabad IMSG (I-X) PMS Colony G/5 Islamabad
Urdu 30
Islamabad IMSJ (1-V) G-10 /1 Islamabad Urdu 30
The data collection tools were finalized including questionnaire for focus group discussion,
classroom observation tools, and interviews questions for grade 2 teachers. PRP staff involved in
pilot testing received an orientation session on the pilot tools. Following are some of the key findings
of the pilot testing:
Strengths:
Students enjoyed the whole process and were fully engaged in all learning activities.
Activities were designed as per student learning outcome.
The instruction for teachers in daily reading lesson plan were clearly written.
After two days of lessons, the students became more active in responding, asking questions,
and participating during the activities or while reading leveled reader or big book.
The content of big book and leveled reader was interesting and engaging for the students.
Areas of Improvement:
Extend allotted time of lesson plan - 20 minutes is not sufficient to accomplish key learning
tasks.
Activities can be reduced so that a teacher can focus on one activity to improve reading.
Most of the students were unable to write complete sentences within the given time.
Number of student practice sentences should be reduced.
Difficult vocabulary in lesson plan, big book and leveled reader needs to be replaced with
more grade-level appropriate wording.
The delivery of lesson plans needs some preparation before teaching. The activities of the
lesson plan are not difficult. However, word making and writing or assessment activities for
students require more preparation time.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
On the basis of feedback from pilot testing, PRP’s material development team revised and finalized
the content of grade 2 lesson plans. The table below provides an update of Urdu material
development as of June 30, 2016.
Table 3: Status of Urdu material development as of June 30
Material Description Content Development
MRC Approval
Hiring Design
Firm
Designing and
Illustration
Hiring Printing
Firm
Printing Distribution
Grade 1 Urdu Materials
Weeks 1-16
Grade 1 Urdu Materials
Weeks 17-24 In process In process - -
Grade 2 Urdu Materials
Weeks 1-24 In process In process - -
1.1.1.13 MATERIAL REVIEW / DEVELOPMENT WORKSHOPS (SINDHI)
Sindhi writers and language experts (17 male, 4 female) participated in a national workshop from
March 29-April 7 to develop grade 2 Sindhi material. The participants developed content for lesson
plans and student workbooks for grade 2 that were reviewed and approved by the Sindhi MRC.
Table 4: Participants of Sindhi material development workshop
Participants Male Female Total
Government officials 3 - 3
Consultants 5 2 7
PRP regional and national staff 9 2 11
Total 17 4 21
1.1.1.15-21 DEVELOPMENT OF SINDHI MATERIAL
In this quarter, PRP finalized the adaptation of Sindhi Teacher Inquiry Group (TIG) modules (11-18)
that are now in printing process.
Grade 1 Sindhi
Sindhi material for grade 1 (week 1-8) including big books, daily reading lesson plans, flash cards and
workbooks was printed and distributed in cohort 2 schools. The lesson plans for grade 1 (week 9-24)
were finalized by the material development team, and are now in designing process.
Grade 2 Sindhi
PRP’s material development team finalized the content of instruction and activities of daily reading
lesson plans and workbooks for grade 2 (week 1-24) based on the feedback received during the field-
testing and review by the national MRC. PRP also finalized flash cards consisting of letter-keyword,
sight words, pictures, and letters for grades 1 and 2. In addition, 250 flash cards of syllables and
letters were developed for students to practice word making in small groups.
The following table provides an update of Sindhi material development as of June 30, 2016.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Table 5: Status of Sindhi material development as of June 30
Material Description Content Development
MRC Approval
Hiring Design
Firm
Designing and
Illustration
Hiring Printing
Firm
Printing Distribution
Sindhi TIG Modules
11-18 -
Grade 1 Sindhi
Weeks 1-8
Grade 1 Sindhi
Weeks 9-24 In process In process - -
Grade 2 Sindhi
Weeks 1-24 In process In process - -
1.1.1.22 PROVINCIAL SINDHI MRC MEETING TO REVIEW MATERIAL
Sindhi MRC members (3 male, 1 female) met in Karachi from May 4-6 to review Sindhi grade 2
material. PRP shared the analysis of material development and its piloting process. The members
reviewed the material in light of feedback from the pilot test, and recommended further changes
that were incorporated by the PRP material development team. Subsequently, the Sindhi MRC
approved grade 2 Sindhi TLM including daily reading lesson plans, workbooks, big books, and leveled
readers.
1.1.1.23-26 DISTRIBUTION OF MATERIALS
Provision of TLM is critical to successful implementation of PRP reading approach and techniques at
classroom level to improve students’ reading skills. Teacher
Inquiry Group (TIG) modules, scripted lesson plans, student
workbooks, big books and flash cards are integral and
fundamental part of PRP training program that support
teachers to improve students reading skills in grade 1 and 2.
PRP is providing TLMs to students, teachers, mentors and
School Support Associates (SSAs) to use in classrooms.
Teachers are using these materials and share very positive
results in improving students’ reading skills as well as
improvement in their teaching approaches.
From field data, PRP has learned that using TLM, including
student workbooks is an engaging experience for students. In
utilizing the materials teachers indicated feeling equipped with
tools for teaching reading in early grades. Reading stories from
the big books has become a regular feature in PRP focused
schools. This is creating interest and enjoyment with reading
among students.
PRP provided training manuals and TIG modules to all trained teachers in cohort 1 and 2 districts to
help them improve their knowledge and skills about components of reading and different teaching
strategies to improve student reading skills..
“Use of flash cards helped me a lot to involve and engage even the most reluctant students of my class in learning process. Now I understand the importance of visual aids for improving reading outcomes,” says Yasmeen Kousar, a PRP trained teacher in Bhimber, Azad Jammu & Kashmir
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Grade 1 Urdu TLM (week 1-16) including scripted lesson plans, big books, student workbooks, and
flash cards were delivered to cohort 1 schools, however Urdu TLM (17-24) was not finalized and
therefore not yet delivered to cohort 1.
Cohort 2 schools received updated TLM Urdu week 1-16 and Sindhi week 1-8 students had already
graduated to grade 2, while Urdu TLM week 17-24 and Sindhi week 9-24 is in the design process and
is expected to be delivered in next quarter. PRP provided a catch up plan to teachers with specific
guidelines on how to teach key grade 1 foundation skills to students promoted to grade 2. It is
anticipated that in next quarter, teachers will follow this catch up plan by utilizing the updated grade
1 Urdu and Sindhi TLM. This will subsequently enable students to benefit from grade 2 reading
material (expected to be deliver in next quarter) during the academic year.
The table below presents the distribution of TLM in cohort 1 and 2 schools in this quarter. This
material includes TIG modules 1-18, and grade 1 scripted lesson plans (week 1-16), student
workbooks (week 1-16), flash cards, and big books (week 1-16).
Table 6: Material distribution in the quarter
Teaching Learning Material (TLM) TLM distributed (Apr-Jun)
Cumulative achievement as of
Jun 2016
LOP Target
TLMs provided to reading specialist 12 57 288
TLMs provided to mentors 705 3,925 16,565
TLMs provided to academic supervisor 292 992 5,520
TLMs provided to head teachers 3,560 23,800
TLMs provided to teachers 45,938 119,422 5,149,225
TLMs provided to student of grades 1 and 2 147,108 333,408 1,820,333
1.1.2 TEACHER PROFESSIONAL DEVELOPMENT – IN-SERVICE TRAINING
1.1.2.2 TRAINING OF READING SPECIALISTS
PRP organized a 6-day refresher training for cohort 1 reading specialists from April 4-9 in Islamabad.
A total of 4 participants (2 male, 2 female) attended the training that was based on review of the
Teacher Inquiry Group (TIG) year 1 concepts and introduction to the TIG year 2 modules and lesson
plans.
1.1.2.3 TRAINING OF MENTORS (FACE-TO-FACE)
A 6-day refresher training was conducted for cohort 1
mentors from April 4-9 in Islamabad. A total of 30
mentors (5 male, 25 female) out of 33 attended the
training to revisit concepts related to teaching and
assessment of reading, along with the PRP’s Continuous
Professional Development (CPD) model and reading
approach. Three mentors could not continue with PRP
due to their other official commitments. The project
managed to cover all TIGs and schools with 30 mentors.
Mentors’ group activity during a session on segmentation and blending in refresher training
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
The participants were provided an opportunity to share their experiences from the year 1, and were
introduced to TIG year 2 modules and grade 2 daily reading lesson plans.
Participants completed a baseline self-assessment about the key concepts that were introduced and
practiced in the workshop. They revisited this assessment on the last day of the workshop to see
what they had learned and it was observed that workshop objectives were met successfully. By the
end of this training, participants had practiced selected year 2 daily reading lessons as well as read
alouds, and were able to utilize the rubrics to observe daily reading lesson and shared reading.
Similarly, participants were familiarised with the content of TIG modules 11-18.
1.1.2.4 ORIENTATION OF ACADEMIC SUPERVISORS
Academic supervisors oversee the teaching and learning process in PRP target schools. Phase 2
orientation sessions for academic supervisors continued from previous quarter with the purpose to
extend continuous support to head teachers and teachers to sustain PRP reading initiatives. This
refresher provided an opportunity to the academic supervisors to practice read alouds for grade 1
and 2, introduce them to grade 2 material, provide overview of year 2 TIG modules, and refresh their
understanding of coaching.
Participants used techniques such as brainstorming, questioning, individual work, pair work, group
work, and presentations to achieve the workshop objectives. Reflections from the participants and
debriefing of the facilitators helped in making these sessions more interactive and effective. The
table below summarizes the status of total number of academic supervisors oriented.
Table 7: Number of academic supervisors oriented
Province/ Region
Oriented in Phase 1
(2015)
Previous Quarter
Reporting Quarter Grand Total
Remarks
Total Male Female Total
AJK 30 - 24 8 32 32 Two new Academic Supervisors joined and were also oriented.
Bal 48 36 12 8 20 56 Eight new Academic Supervisors joined and were also oriented.
GB 12 13 - - - 13 One new Academic Supervisors joined and were also oriented.
KP 53 47 5 5 10 57 Four new Academic Supervisors joined and were also oriented.
Sindh (cohort 1)
11 7 - - - 7 4 academic supervisors could not participate in the orientation due to other official commitments. Project is working with the respective department for suitable time to orient these remaining academic supervisors
Sindh (cohort 2)
45 44 - - - 44 One academic supervisor position is vacant.
Total 199 147 41 21 62 209
1.1.2.6 TRAINING OF TEACHERS (FACE-TO-FACE)
PRP is focusing its efforts in preparing teachers in selected districts across Pakistan to improve
reading skills of students in early grades. Continuous Professional Development (CPD) of teachers is
15
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
essential to ensure effective implementation of PRP reading approaches and use of Teaching
Learning Material (TLM) in improving reading skills of grade 1 and 2 students.
During the reporting period, PRP organized 3-day Face-to-Face (FTF) refresher trainings (Phase 2) to
review and reflect on year 1 teaching learning practices and introduce concepts in grade 2 TLM.
A total of 1,916 teachers (1,179 male, 737 female) attended the trainings to exchange and share the
learning and successes along with challenges faced by them during the previous year of project
intervention. Some of the main topics covered in this training included:
Demonstration and practice of Daily Reading Lesson Plan (DRLP)
Segmenting and blending of sounds
Demonstration and practice of Read aloud
Comparison of DRLPs of grade 1 and 2
Use of Tablets
The table below provides detail of teachers trained through FTF training during this quarter. The
remaining teachers will be trained in the next quarter.
Table 8: Number of teachers trained
Province/Region Trained in Phase 1 (2015)
Previous Quarter Reporting Quarter Grand total Male Female Total Male Female Total
AJK 1298 534 521 1055 127 84 211 1266
Balochistan 1114 499 378 877 43 29 72 949
FATA - - - - - - - -
GB 505 301 85 386 - - - 386
ICT 565- - - - 86 414 500 500
KP 2822 1276 1115 2391 122 47 169 2560
Sindh (Cohort 1) 195 52 113 165 - - - 165
Sindh (Cohort 2) 3011 1494 240 1734 924 221 1145 2879
Total 8945 4156 2452 6608 1306 787 2093 8701
New teachers joining the FTF are one of the challenges the project faced in all provinces/regions.
Occasionally, PRP trained teachers are transferred to non-intervention schools. The new teachers
are not familiar with PRP’s reading approach, and the correct and effective use of teaching and
learning material provided by the project. Therefore, the students in these schools are not getting
the required quality of reading interventions. To overcome this challenge, PRP worked on two fronts.
PRP highlighted this issue in the steering committee meetings to minimize the transfer of trained
teachers for two academic years. As a result, some transfers were reversed but still there are cases
where teachers have been replaced due to promotion. Therefore PRP developed different options of
condensed training program to orient these newly appointed teachers. During this quarter, the
project oriented 169 new teachers (122 male, 47 female) in KP, and is expecting to train/orient new
teachers in other provinces/regions in the coming quarters.
1.1.2.8 TEACHERS TRAINED THROUGH TIG MEETINGS
Monthly TIG meetings are essential part of PRP teachers’ CPD model. Teachers regularly meet to
share, refine and assess the impact of reading strategies and approaches they are currently using in
their classrooms. TIG meetings are guided, collaborative groups in which teachers’ discussion is
guided by the TIG module. Teachers study relevant TIG module and prepare assigned activities
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
before each meeting. Teachers attend 17 monthly TIG meetings in two academic years supported by
TIG facilitators, mentors, and SSAs.
Cohort 1 teachers discussed modules 11, 12 and 13 during these meetings. These modules included
‘revisiting TIG process and assessing student progress’, ‘peer visitation’, and ‘continuous
assessment’. Teachers enthusiastically discussed the module 12 tasks ‘peer visitation’, in which
teachers visited each other’s schools and observed lessons. They reported that by observing peers’
classes, they practically learnt giving and receiving constructive feedback and their confidence level
also enhanced. They also got new ideas about classroom environment, teaching fluency, and
vocabulary during these visits. In the discussions during the TIG meeting, teachers shared that the
main challenge they faced was long distances between schools, especially in rural areas, and lack of
cooperation on part of some head teachers. To overcome these challenges, the teachers in rural
areas left early morning to observe a peer’s class. And, in cases where head teachers were not
cooperative, the concerned School Support Associates (SSAs) and PRP’s District Program Managers
(DPMs) talked to the head teachers to allow their TIG teachers to conduct peer visitation. The table
below provides detail of TIG meetings for cohort 1 in this quarter.
Table 9: Cohort 1 teachers attending TIG meetings
Province/ Region
# of Teachers Participated in Four TIG Meetings
# of Teachers Participated in Three TIG Meetings
# of Teachers Participated in Two TIG Meetings
# of Teachers Participated in One TIG Meeting
Male Female Total Male Female Total Male Female Total Male Female Total
AJK - - - - - - 533 483 1016 79 101 180
Bal 21 6 27 500 266 766 52 66 118 35 26 61
GB - - - 227 66 293 62 31 93 29 7 36
ICT - - - - - - 72 328 400 15 93 108
KP - - - 1080 859 1939 237 241 478 53 60 113
Sindh - - - - - - 46 91 137 8 19 27
Total 21 6 27 1807 1191 2998 1002 1240 2242 219 306 525
TEACHER INQUIRY GROUP (TIG) MEETINGS AT DIFFERENT LOCATIONS
ISLAMABAD
GILGIT-BALTISTAN
KHYBER PAKHTUNKHWA
AZAD JAMMU & KASHMIR
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
In TIG meetings of cohort 2 districts, teachers discussed modules 7, 8, and 9, covering three
components of reading - phonics, fluency, and writing to learn. Sharing their classroom teaching
experiences during TIG meetings, teachers reported that many activities including ‘give me five’,
‘decoding and blending words’, ‘identifying invented spelling errors’, and ‘drawing and labeling’
proved very helpful in assisting students in reading new words through sound and syllable
segmentation/blending, in understanding and telling stories in their own words as well as through
pictures, and in learning to identify and write correct spellings of known words.
The table below provides detail of TIG meetings for cohort 2 held during the quarter.
Table 10: Cohort 2 teachers attending TIG meetings
Province/ Region
# of Teachers Participated in Four TIG Meetings
# of Teachers Participated in Three TIG Meetings
# of Teachers Participated in Two TIG Meetings
# of Teachers Participated in One TIG Meeting
Male Female Total Male Female Total Male Female Total Male Female Total
AJK - - - 40 27 67 470 289 759 114 119 233
Bal 26 5 31 108 56 164 456 266 722 90 56 146
GB - - - 71 94 165 28 15 43 7 9 16
KP - - - 5 9 14 949 1029 1978 180 223 403
Sindh - - - 154 22 176 2049 348 2397 221 67 288
Total 26 5 31 378 208 586 3952 1947 5899 612 474 1086
In summer zone areas, teachers attended maximum of 2 TIG meetings due to early school closure
and long summer vacations. The project has already planned for additional TIG meetings in the next
quarter after summer break to take into account this gap.
1.1.2.9 SUPPORT VISITS TO SCHOOLS
Mentors and School Support Associates (SSAs) continued coaching visits to cohort 1 and 2 teachers
in all provinces/regions. PRP worked with trained
teachers at classroom level to diagnose their needs
and support them accordingly, and to help
improve their teaching practices. These visits
helped teachers to implement the Daily Reading
Lesson Plans (DRLP) more effectively and focused
on improvement of reading.
From support visits, the project noted that many
teachers are still facing problems with phonics and
they are trying to overcome this issue by listening
to letter sounds on tablets and by discussing these
with mentors and SSAs. PRP teacher training team
and senior management visited schools, monitored progress and provided need-based support to
teachers. During these visits, staff carried out the following activities:
1. Daily Reading Lesson Plans (DRLP) observation and demonstrating DRLPs
2. Use of TLM and guidance on use of DRLP and workbooks
3. Guidance on development of print rich environment
4. Discussion and guidance on ‘interim activities’ implementation of TIG Modules
Trained teacher engages students during a school support visit
at a PRP intervention school
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
The project team visiting schools observed that majority of the trained teachers are comfortable
while delivering DRLP because of support provided by PRP.
Despite the significant contribution of school support/coaching in improving teaching reading skills
of teachers, there are some areas that need to be addressed. One of the challenges noted by
mentors and project staff during schools visits is that teachers use local languages while teaching
reading that hinder students from comprehending Urdu instructions. PRP mentors and SSAs
encouraged teachers to use Urdu as a medium of instruction throughout the period so that students
get an environment to learn reading in Urdu. PRP
also learned that some teachers are facing
challenges in completing the proposed DRLP
activities in the available time. The project intends
to review these lessons in coming quarters to align
them to ground realities.
In this quarter, PRP increased efforts for improving
the quality of support visits by ensuring that the
lesson observations are based on the DRLP rubric,
teachers get productive feedback, and receive input
on bringing the skills and concepts learned during
TIG meetings in the classrooms. Some of the good
practices observed during school visits are:
Print rich environment in PRP classrooms
Teachers are adopting PRP techniques for teaching reading including tap out and clap out for
letters and syllables
Students feel comfortable in following teachers’ instructions and enjoy the learning process
Teachers are using DRLP in an effective manner with combination of board work and student
interaction/involvement
Achievement level of mentors’ visits further improved in this quarter, as they made efforts
particularly in cohort 1 districts, to provide support to maximum number of schools and meet their
quarterly targets. The tables below provide detail of school visits during this quarter. The number of
visits achieved is comparatively higher than the quarterly target because mentors and SSAs put extra
efforts to cover backlog from the previous quarters.
Table 11: Number of school support visits - cohort 1
Province/ Region
School Visit Quarterly Target
Mentors School Support Visits SSAs School Support Visits
No. of Schools Visited
No. of Teachers Supported No. of Schools Visited
No. of Teachers Supported
Mentor SSA Male Female Total Male Female Total
AJK 541 541 690 543 454 997 695 550 477 1027
Bal 707 707 447 346 194 540 478 377 227 604
GB 323 323 174 134 70 204 242 207 112 319
ICT 132 132 133 71 151 222 160 99 150 249
KP 1508 1508 1392 1243 1084 2327 1425 1296 1114 2410
Sindh 69 69 35 32 29 61 35 36 27 63
Total 3280 3280 2871 2369 1982 4351 3035 2565 2107 4672
Students practice skywriting during a reading lesson at a
school in Khyber Pakhtunkhwa
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Table 12: Number of school support visits - cohort 2
1.1.3 TECHNOLOGY IN IN-SERVICE CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)
1.1.3.2 DEVELOPMENT OF VIRTUAL MENTORING VIDEOS (VMV)
PRP completed development of Virtual Mentoring Videos (VMVs) in Urdu and Sindhi during the
quarter. These VMVs are ready for uploading to tablets through memory cards delivered to teachers
by project staff visiting schools, and online Content Management System (CMS).
1.1.3.3 DEVELOPMENT OF SHORT MESSAGE SERVICE (SMS) AND DIGITAL RESOURCES
In the reporting quarter, the project reached 13,467 beneficiaries of PRP’s Short Message Service
(SMS) support system. This service included cohort 1 and 2 teachers, mentors and academic
supervisors. A total of 161,724 informational text messages were sent about teaching reading.
1.1.3.5 DISTRIBUTION OF TABLETS
As part of professional development program, PRP is providing tablets to teachers preloaded with
digital content focused on improving reading skills. PRP in close collaboration with
provincial/regional governments organized tablet distribution ceremonies in different provinces/
regions during the quarter. PRP distributed a total of 4,829 tablets in this quarter as below. To date,
the project has distributed 12,847 tablets out of 23,800 life of project target. Tablets for cohort 3
teachers will be distributed at the start of FTF trainings for these teachers.
4,240 teachers (3,086 male, 1,154 female)
436 mentors (319 male, 117 female)
153 academic supervisors (117 male, 36 female)
7 education officials (6 male, 1 female)
The distribution will continue till end of September 2016 as planned for cohort 1 and 2.
SUB-COMPONENT 1.2: PRE-SERVICE TEACHER TRAINING
Under this sub component, PRP with the collaboration of Higher Education Commission (HEC) and
selected Teacher Training Institutes (TTIs) integrated reading instruction in existing courses of
Associate Degree in Education (ADE) and first two years of B.Ed. (Hons) degree programs, and
developed new reading specialization courses for years 3 and 4 of B.Ed. (Hons.) program. These
Province/ Region
School Visit Quarterly Target
Mentors School Support Visits SSAs School Support Visits
No. of Schools Visited
No. of Teachers Supported No. of Schools Visited
No. of Teachers Supported
Mentor SSA Male Female Total Male Female Total
AJK 452 452 476 462 264 726 523 498 302 800
Bal 451 451 433 397 270 667 445 410 283 693
GB 168 168 103 76 49 125 133 108 63 171
KP 732 732 974 887 960 1847 985 891 1077 1968
Sindh 1229 1229 1246 1674 234 1908 1245 1730 237 1967
Total 3032 3032 3832 3496 1777 5273 3331 3637 1962 5599
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
courses were pilot tested in selected TTIs. On the basis of findings from pilot testing, the courses
were reviewed by course writers and international reading experts. The final version of course
outlines and guides were approved by National Curriculum Review Committee (NCRC) of the HEC.
1.2.2 INTEGRATION OF READING INSTRUCTION COURSES INTO THE EXISTING ADE AND
B.ED. (HONS.) CURRICULA
1.2.2.6 WRITERS WORKSHOP TO REVIEW AND FINALIZE INTEGRATED COURSE GUIDES FOR
ADE AND B.ED. (HONS.)
During the quarter, PRP conducted a writers’ workshop from May 16-19 in Islamabad to review and
finalize the reading discipline course guides for B.Ed. (Hons). A total of 16 course writers (5 male, 11
female) from different colleges and universities across Pakistan reviewed and finalized reading
curricula course guides with the support of international reading experts. They incorporated sample
lesson plans and workbook exercises developed for in-service teachers by PRP in the reading courses
so that prospective teachers can get more resources to practice in schools. The course guides for
reading discipline courses were finalized in this workshop, and it was also agreed that each partner
TTI will be provided with a set of PRP developed TLM for grades 1 and 2.
During the quarter, PRP held several meetings with HEC and received the official endorsement
‘foreword’ by Executive Director, HEC to add in the beginning of every reading course. In addition to
this, PRP received disclaimer from USAID to use in the first inner page of the course guides. PRP
hired a designing and printing firm to print reading courses.
Besides all the administrative arrangements of designing and printing, PRP held orientation meetings
with the relevant managing authorities and apex bodies for the roll out of reading courses.
Table 13: Meetings with partner universities and apex bodies
Province/Region Apex bodies / Universities Person Contacted Meeting Dates
AJK Directorate of Curriculum, Research and Development (DCRD)
Director General April 18
University of Azad Jammu & Kashmir Head of Department April 19
Balochistan Sardar Bahadur Khan Women University Vice-Chancellor and Dean
May 26-27
Lasbela University of Arts, Agriculture and Marine Sciences
Vice-Chancellor and Head of Department
April 21
KP Directorate of Curriculum and Teacher Education (DCTE)
Director Training April 19
Sindh University of Sindh, Hyderabad Dean April 5-6
1.2.3 TTI FACULTY PROFESSIONAL DEVELOPMENT IN READING
1.2.3.1 WORKSHOP TO DEVELOP MASTER TRAINERS ORIENTATION MATERIAL ON
INTEGRATED COURSES
In this quarter, PRP organized a workshop in Islamabad on May 20 attended by 16 writers (5 male,
11 female) to identify key areas for developing master trainer’s orientation material on integrated
reading courses for ADE and B.Ed. (Hons.). After due deliberations, discussions and brainstorming by
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
the course writers, international reading experts and PRP team, the following key topics were
decided to be included in the material:
1. Components of reading
2. Reading standards
3. Reading assessment rubrics and EGRA tools
4. Reading difficulties
5. Main areas of teaching reading
The international reading experts developed the orientation material in light of the guidance
provided by participants of the workshop for the above-mentioned key areas. The orientation
workshop for master trainers is planned in next quarter.
1.2.4 PROVIDE 1,695 NEW AND 1,954 ON-GOING SCHOLARSHIPS
PRP has successfully continued the ADE and B.Ed. (Hons) scholarship program initially established
under the USAID Teacher Education Project (TEP). The project awards merit-based scholarships to
deserving students enrolled in the above-mentioned degree programs in close collaboration with the
provincial/regional education departments, apex institutes, universities and teacher elementary
colleges. To date, 3,161 students (1,499 TEP and 1,662 PRP) students have received at least one
installment from PRP since the inception of the program.
As of June 30, a total of 2,186 students (760 male, 1426 female) including 2,009 ADE and 177 B.Ed.
(Hons.) scholarship recipients from all provinces/regions have completed their scholarship program
with PRP.
1.2.4.1 DISBURSEMENT OF 1197 ON-GOING ADE SCHOLARSHIPS
PRP distributed installments to 2 ADE ongoing students (1 male, 1 female) in this quarter. Both the
students received their final installment from PRP and have completed their scholarship program. In
total 1,064 ADE students have received all scholarship installments and completed their degree.
Table 14: ADE ongoing scholarships distributed
ADE Ongoing Scholarships
Province/Region Male Female Total
Sindh 1 1 2
Total 1 1 2
1.2.4.2 DISBURSEMENT OF 447 ON-GOING B.ED. (HONS.) SCHOLARSHIPS
PRP distributed installments to 45 B.Ed. (Hons) ongoing students (15 male, 30 female) in this
quarter. Out of these students, 5 (all female) received their last installment and have completed
their scholarship program. In total 177 B.Ed. (Hons) students have received all scholarship
installments and completed their degree.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Table 15: B.Ed. (Hons) ongoing scholarships distributed
B.Ed. (Hons) Ongoing Scholarships
Province/Region Male Female Total
AJK 3 12 15
GB 5 12 17
KP 1 2 3
Sindh 6 4 10
Total 15 30 45
1.2.4.3 DISBURSEMENT OF 1,257 NEW ADE
SCHOLARSHIPS
PRP distributed installments to 329 ADE new
students (116 male, 213 female) in this quarter. Out
of these, 315 students (105 male, 210 female)
received their last installment and have completed
their scholarship program. In total 925 ADE students
have received all scholarship installments and
completed their degree.
Table 16: ADE new scholarships distributed
ADE New Scholarships
Province/Region Male Female Total
Balochistan 30 54 84
FATA 1 1 2
GB 8 33 41
Sindh 77 125 202
Total 116 213 329
1.2.4.4 DISBURSEMENT OF 418 NEW B.ED. (HONS.) SCHOLARSHIPS
PRP distributed different installments to 80 B.Ed. (Hons) new students (34 male, 46 female) in this
quarter.
Table 17: B.Ed. (Hons) new scholarships distributed
B.Ed. (Hons) New Scholarships
Province/Region Male Female Total
FATA 4 2 6
GB 9 6 15
ICT 3 6 9
KP 5 7 12
Punjab 0 3 3
Sindh 13 22 35
Total 34 46 80
Secretary Education, Balochistan awarding cheque to an
Associate Degree in Education scholarship recipient
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
1.2.4.7 GRADUATION CEREMONY
In this quarter, PRP organized a graduation
ceremony for 63 ADE students (20 male, 43 female)
from Balochistan on May 27 in Quetta. These
students were acknowledged for their dedication in
completing their degree program and were awarded
with tablets and honorary certificate of appreciation
from PRP. Mr. Muhammad Khan Achakzai, Governor
of Balochistan, was the chief guest of this ceremony
while top senior government officials, college faculty
advisors, principals, and parents also participated in
this high profile event.
COMPONENT 2: IMPROVED POLICIES AND SYSTEMS FOR READING
The overall objective of component 2 is to promote adaptation and implementation of policies that
promote quality teaching and assessments of reading, and to promote the sustainability of PRP
through policy changes. As a result of PRP’s assistance, the provincial/regional governments will
have approved frameworks and policies conducive to improving reading and reading assessment.
The following sections present details of component 2 activities undertaken during this reporting
quarter.
SUB-COMPONENT 2.1: IMPROVED INFORMATION AND INFORMATION SYSTEMS FOR
PLANNING AND DECISION-MAKING RELEVANT TO READING PROGRAMS
2.1.1 SUPPORT TO PROVINCIAL GOVERNMENTS IN THE REVIEW AND STRENGTHENING OF
THE PROVINCIAL EDUCATION ASSESSMENT SYSTEM (PEAS)
Reading assessment helps to determine not only what students understand from reading but also
how they use what they understand. PRP is supporting the strengthening of Provincial Education
Assessment System (PEAS) with a focus on conducting reading assessments. This includes capacity
building of National/Provincial/Regional Education Assessment Systems (NEAS/PEAS) to develop,
implement and institutionalize reading assessments at
grade 1 and 2 level.
2.1.1.2 TOOL DEVELOPMENT (EGRA) FOR
READING SKILLS AT PRIMARY LEVEL (GRADE 1
AND 2)
During the reporting quarter, PRP organized 5-day
capacity building workshops with
National/Provincial/Regional Education Assessment
Government officials and teachers during assessment tool
development workshop in Islamabad.
Governor Balochistan handing Tablet and Certificate to ADE
graduate in Quetta
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Systems (NEAS/PEAS) government officials to develop early grade reading assessment tools. These
workshops were conducted in AJK, Balochistan, GB, ICT and KP as planned. The purpose of these
workshops was to build the capacity of NEAS/PEAS government officials on developing EGRA tools
for Urdu language for grade 1 and 2 so that they can trans-adapt EGRA based tools in Urdu. Using
national curriculum, textbooks of respective province/region, and EGRA toolkit, the participants
developed EGRA based tools for their respective province/region. A total of 63 government officials
(40 male, 23 female) attended these workshops. The table below reflects region wise details of
NEAS/PEAS government officials who participated in these workshops.
Table 18: Participants of tool development workshop
Province/Region Dates Participants
Male Female Total
AJK June 6-10, 2016 7 5 12
Balochistan June 20-24, 2016 7 4 11
GB May 23-27, 2016 10 3 13
ICT June 13-17, 2016 6 4 10
KP March 28-April 1, 2016 10 7 17
Total 40 23 63
2.1.1.3 ORIENTATION WORKSHOP FOR ENUMERATORS ON TOOLS
This activity is linked to 2.1.1.2 and will be carried out after tools are finalized in all regions.
2.1.1.4 PILOT TESTING OF TOOLS IN SELECTED SCHOOLS
This activity is linked with 2.1.1.2 and 2.1.1.3.
SUB-COMPONENT 2.2: IMPROVED PLANNING, IMPLEMENTATION, AND MONITORING OF
READING PROGRAMS
2.2.1 SUPPORT FOR THE DEVELOPMENT AND MONITORING OF READING IMPROVEMENT
STRATEGIES (RIS)
The purpose of developing Reading Improvement Strategies (RIS) is to highlight important policy
issues that need to be addressed for reading reforms in Pakistan. The RIS will provide a roadmap for
the improved teaching and learning of reading at early grade levels. PRP will translate policies and
initiatives taken within the framework of RIS into clear guidance on the implementation of Reading
Instruction Time (RIT), Reading Curriculum, Teaching and Learning Materials (TLM) for Reading,
Reading Standards, Reading Assessment, and teachers’ Continuous Professional Development (CPD)
across all provinces/regions.
2.2.1.3 SUPPORT DEVELOPMENT OF DETAILED READING IMPROVEMENT STRATEGY FOR
PRIMARY LEVEL STUDENTS AND TEACHERS
In the previous quarters, PRP prepared a draft outline for Reading Improvement Strategies (RIS). The
outline was finalized in consultation with stakeholders from Bureau of Curriculum (BoC), Provincial
Institute of Teacher Education (PITE), and Department of Education (DoE) in all seven
provinces/regions. The agreed outline was finally reviewed and approved by the provincial advisory
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
committees of each province/region in the last quarter. Based on the approved RIS outline, the zero
draft of Reading Improvement Strategies was developed during the reporting quarter that is under
internal discussions, and subsequently the provincial/regional governments will be taken into
confidence while finalizing the RIS for their respective provinces/regions.
2.2.2 DEVELOP STRATEGIES TO FACILITATE PUBLIC PRIVATE PARTNERSHIPS (PPP)
Under this component, PRP has planned to examine various models of Public Private Partnership
(PPP) and provide training and technical assistance to implement strategies and plans, including
innovations and pilots, for PPPs throughout the country.
2.2.2.3 CONSTITUTE AND CONDUCT MEETINGS OF PPP TASKFORCE ON NEED-BASIS IN
PROVINCE/REGIONS
In this quarter, several meetings were held with government and private sector partners as below:
PRP met with the Head of Literacy Mission, Rotary Club in Karachi on April 21 to discuss the
way forward in light of the signed Memorandum of Understanding (MOU). Rotary agreed to
provide primary level books for schools in Balochistan. A coordination committee was
notified by Director of Schools, Education Department Government of Balochistan to carry
out interventions as agreed in MOU. PRP collected 2,550 books from Rotary Club Karachi for
distribution in the schools of the province. In order to review the contents of the donated
books, Director Schools notified a sub-committee to review and approve these books for
distribution in Balochistan primary schools as per government’s decision.
The first meeting of district coordination committee under HUBCO MOU was held on April
22 in Karachi to discuss the way forward and develop a joint action plan for provision of
resources to 28 selected schools. PRP along with district education office representatives
completed need assessment and collected enrolment details of selected schools in Lasbela
district, Balochistan and submitted the same to HUBCO. A second meeting of the
coordination committee was held on May 18 at Hub, Balochistan. It was agreed to provide
school bags to kachi and grade 1 students, while stationery will be provided to all primary
students (grade 1 to 5) in the 28 schools selected by the government. The renovation work
at these schools will begin in phases during the long summer vacations.
In a meeting with Additional Secretary, Education Department, KP held on May 31, PRP
presented the concept of partnerships through a company’s CSR program. The Additional
Secretary Education suggested that interested companies should send requests for such
donations to Education Department for seeking approval/NOC prior to providing support to
the government schools.
A Public Private Partnership (PPP) taskforce meeting was held in AJK on June 2 to share and
discuss the proposed activities under PPP including mobile library, teacher resource center,
classroom library, and school renovation. The taskforce members under the chairmanship of
Deputy Secretary Elementary and Secondary Education agreed to prioritize and present
findings to Secretary for approval, and provide support in identifying potential partners.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
2.2.2.5 SELECTION OF POTENTIAL PRIVATE SECTOR PLAYERS TO BUILD PARTNERSHIPS FOR
INVESTMENT IN THE PROGRAMS OF PRP WITHOUT COST-SHARING
Identification and selection of potential private sector players to build partnerships continued in this
quarter. PRP held several meetings as below:
Habib Foundation and Convolair Pvt. Ltd. on April 20-21 respectively to explore the
opportunities of developing partnership with USAID and provincial/regional government for
the sustainability of PRP interventions and practices in the focused provinces/regions. As
decided, PRP prepared and submitted a concept note for improvement of public schools to
Habib Bank Foundation for its possible support to improve reading environment in the
schools. Follow-up meetings are planned in next quarter to secure the agreed support for
public schools of the focused provinces/regions.
Alpha Pipes Industries (Pvt) Ltd. on May 6 to seek support under Corporate Social
Responsibility (CSR) program of the company. A concept note listing needs of a government
school in Zarobi, Swabi was developed and shared. Following that, a No Objection Certificate
(NOC) was obtained from Department of Education (DoE) to hand-over donated items to
Government Girls Primary School (GGPS) Zarobi # 1, Swabi. Further coordination with Alpha
Pipes would be carried out in next quarter to plan a distribution event.
City University on May 11 to seek support for PRP interventions. A concept note of most
urgent needs of Government School Garhi Fazle Haq (infrastructure, items of general use
such as furniture, rugs, white board, etc.) was shared with the President, City University who
showed interest in infrastructure repair work and provision of basic facilities. A request has
been submitted to the Education Department, KP for this PPP activity and further course of
action will be decided after the Department’s response on this intervention.
Oil and Gas Development Company Limited (OGDCL) on May 30 to discuss areas of
interventions and seek possible support for public schools of Balochistan. The OGDCL
representative showed his consent to extend support for PRP activities and asked for
submission of concept note or technical proposal to discuss future possibilities.
Pakistan Science Foundation on June 17 to explore the possibilities of partnership. Both PRP
and USAID participated in the meeting and following areas of collaboration were discussed:
o Science caravans may visit PRP focused schools following approvals from
provincial/regional governments
o Science magazines and books for primary grades may be distributed in PRP focused
schools through private sector
o Exchange of materials between PRP and Pakistan Science Foundation
o Explore the possibility of co-hosting fairs and exhibitions
2.2.4 APEX INSTITUTIONS CAPACITY DEVELOPMENT THROUGH TECHNICAL ASSISTANCE (TA)
The need assessment of the apex institutions responsible for Continuous Professional Development
(CPD) was completed in all provinces/regions in previous quarters. Based on the needs assessment,
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
PRP is providing technical assistance to all provinces/regions to facilitate the apex institutions to
develop CPD strategic plan for respective province/region.
2.2.4.3 IDENTIFICATION AND SELECTION OF PROVINCIAL/REGIONAL TA
During the reporting quarter, the consultant for development of CPD strategic plan was hired in
Balochistan, FATA, GB and Sindh; whereas, in ICT, the Capital Administration and Development
Division (CA&DD) approved the scope of work for hiring a consultant and recruitment process was
initiated by PRP.
2.2.4.4 CONSULTATION WITH RESPECTIVE DOE’S AND APEX INSTITUTIONS
During the reporting period, consultative meetings on development of CDP strategic plan were held
in AJK, GB and Sindh. In GB, consultant held meetings with officials of Education Department,
Elementary College Skardu, Colleges of Teacher Education (male and female) Gilgit, and PRP trained
teachers. In Sindh, consultant held meetings with the Reform Support Unit (RSU), Sindh Teacher
Education Development Authority (STEDA), BoC, PITE, Divisional Educational Technology Resource
Center (DETRC), Chairman Board of Intermediate and Secondary Education (BISE) Hyderabad, Faculty
of Government Elementary College of Education Hyderabad, district and Taluka education officials.
2.2.4.5 DEVELOPMENT OF STRATEGIC PLAN COVERING ALL ASPECTS OF STRENGTHENING
THE APEX INSTITUTIONS
In AJK, PRP continued with meetings and workshops with apex education officials to develop CPD
strategic plan that covers all aspects of strengthening the apex institutions and various options to
recognize teachers, TIG facilitators, mentors, and head teachers who are participating in PRP in-
service training program. This plan was finalized by the relevant stakeholders and subsequently
endorsed by the Secretary Education, AJK in the provincial steering committee meeting.
SUB-COMPONENT 2.4: PROVISION OF LEADERSHIP AND OVERSIGHT TO THE PROGRAMS
2.4.1 PROVISION OF LEADERSHIP THROUGH NEED-BASED STEERING COMMITTEE
MEETINGS
In every province/region, the steering committee is one of the highest decision-making forums on
policies and is chaired by the respective education secretary. In the reporting quarter, two Provincial
Steering Committee (PSC) meetings were held (AJK 1 and
Sindh 1) as below:
Provincial Steering Committee - AJK
A meeting of AJK Provincial Steering Committee (PSC) was
held on May 19 in Islamabad. The meeting was chaired by
Secretary Education Mr. Raja Muhammad Abbas Khan and
attended by the PSC members or their representatives.
USAID/Pakistan representative Carrie Antal and Daman
Bozdar participated in the meeting. A total of 12 participants
(10 male, 2 female) attended the meeting. AJK government
approved Continuous Professional Development (CPD)
strategic plan for in-service teachers.
Presentation of CPD model during AJK steering committee
meeting in Islamabad
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Provincial Steering Committee - Sindh
PSC meeting was held on May 4 in Karachi. The progress regarding mentors and teachers’ refresher
trainings, tablet distribution, accreditation workshops and PRP grants program was shared with
committee members during this meeting.
2.4.2 STRENGTHENING OF OVERSIGHT SYSTEM THROUGH NEED-BASED ADVISORY
COMMITTEE MEETINGS
In the reporting quarter, three Provincial Advisory Committee (PAC) meetings were held (AJK 1,
Balochistan 1, and ICT 1) as below:
Provincial Advisory Committee - AJK
The committee technically reviewed and recommended AJK CPD strategic plan for the approval from
steering committee. A total of 16 participants (15 male, 1 female) attended the meeting held on May
19.
Provincial Advisory Committee - Balochistan
The committee decided that Policy Planning and Implementation Unit (PPIU) will issue a letter to all
district authorities to specify timeframe for not transferring trained teachers from PRP intervention
schools, and that all transfers of PRP school teachers may be cancelled. A total of 12 participants (10
male, 2 female) attended the meeting held on May 10.
Provincial Advisory Committee - ICT
The committee meeting was held to share progress of PRP activities in ICT including policy, PRP
baseline updates, midline data collection, and hiring of consultants for technical assistance, and to
seek guidance of committee members for approval of policy initiatives including development of
reading assessment system in the region. In total 8 participants (all male) attended this meeting held
on June 7.
SUB-COMPONENT 2.5: IMPROVED EDUCATION POLICIES/TEACHING WORKFORCE
SUPPORT AND MOTIVATION
2.5.2.1 SHARE AND REVIEW TIG MODEL WITH THE APEX INSTITUTIONS RESPONSIBLE FOR
CPD
During this reporting period, PRP completed
dialogues with AJK government officials to
adapt/adopt PRP’s Teacher Inquiry Group (TIG)
model for the Continuous Professional Development
(CPD) system. The AJK government approved CPD
strategic plan for in-service teachers and also
adapted PRP’s TIG model.
In addition, PRP held meeting with officials of DCTE,
PITE and Adam Smith International (ASI) in KP to Additional Secretary, KP highlighting the need of aligning PRP’s
TIG model with Education Department’s CPD model
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
share its TIG model and discuss possibilities for integration in the existing CPD model of Education
Department, KP. All the participants unanimously agreed on differences, solutions and modus
operandi for alignment of TIG model and Education Department’s CPD model. A total of 7
participants (5 male, 2 female) attended the meeting on June 2.
2.5.2.4 STANDARD SETTING FOR READING AT GRADE 1 & 2 - URDU, SINDHI AND PUSHTO
In this reporting quarter, the process of development of Pushto reading standards was initiated in
KP. A meeting was held with officials of DCTE, PITE, Islamia College Peshawar, Pashto Department-
University of Peshawar, and Sarhad University Peshawar on June 3 to discuss the roadmap for
development of Pushto reading standards for early grades and recommend a working group for this
purpose. A total of 10 participants (7 male, 3 female) participated in the meeting. As a result, DCTE-
KP notified a working group for development of Pushto reading standards.
2.5.2.5 GRADE LEVEL PERFORMANCE READING STANDARDS (URDU, SINDHI AND PUSHTO)
APPROVED BY THE PROVINCIAL/REGIONAL GOVERNMENTS
The compliance level reading standards of Urdu were approved in AJK, GB, ICT and KP in previous
quarter. In the reporting period, a consultative workshop on finalization of compliance level reading
standards in Urdu for Balochistan province was organized in Quetta on April 12. The participants
reviewed and finalized compliance level reading standards for early grades. The workshop
participants also recommended submitting the final draft for its approval by the provincial steering
committee. A total of 26 participants (7 male, 19 female) attended the workshop.
2.5.4 TEACHER RECRUITMENT RULES AND COMPENSATION
PRP followed with the provincial/regional governments for the amendment in recruitment rules to
allow the Associate Degree in Education and B.Ed. (Hons.) graduates to compete for jobs as
elementary school teachers. The Education Departments, Government of Sindh, Balochistan and GB
have already notified the amended rules. PRP will provide technical assistance to ICT, FATA, and KP
to make further revisions to existing recruitment policies and procedures by incorporating the new
qualifications. As reported in the last quarter, technical assistance is not required in KP and FATA.
2.5.4.2 PROVIDE TECHNICAL ASSISTANCE IN DEVELOPING RECRUITMENT RULES TO ENSURE
EMPLOYMENT OPPORTUNITIES FOR ADE/B.ED. (HONS.) GRADUATES
During this reporting quarter, PRP received approval of the consultant’s scope of work by CA&DD.
The recruitment process was initiated for hiring a regional consultant to develop recruitment rules
to ensure employment opportunities for ADE/B.Ed. (Hons.) graduates in ICT region.
2.5.4.3 APPROVAL AND NOTIFICATION OF THE RECRUITMENT RULES BY THE RELEVANT
GOVT. DEPARTMENTS
This activity in ICT will be initiated once the consultant is hired.
2.5.5 DEVELOP TEACHER CERTIFICATION AND LICENSING PROGRAM
2.5.5.1 IDENTIFICATION AND SELECTION OF TA
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Under this activity, PRP will provide technical assistance in Balochistan, FATA, GB, ICT and KP to
develop a road map for teacher licensing regime. So far, poor response of the provincial/regional
governments was reported in the previous quarters. On continuous follow-up with
provincial/regional governments, and with the approval of respective governments, the hiring
process of consultant was finalized in Balochistan, GB and ICT. In FATA, this activity is on hold due to
No Objection Certificate (NOC) issue and consultations in KP are ongoing.
2.5.5.2 DEVELOP DRAFT CERTIFICATION AND LICENSING STRUCTURES
This activity is linked with 2.5.5.1 and will be initiated once the consultant is hired.
2.5.5.3 CONDUCT WORKSHOPS TO FINALIZE LICENSING STRUCTURE
Although planned in this quarter, PRP could not initiate this activity because it is linked with 2.5.5.1
and 2.5.5.2.
2.5.6 ACCREDITATION OF TEACHER EDUCATION PROGRAMS
In Pakistan, teacher education programs are accredited by National Accreditation Council for
Teacher Education (NACTE), which is a well-established entity under the HEC. NACTE has developed
standard tools for accreditation of a TTI, looking at facilities, performance, discipline-specific staffing,
and course content. These tools are quite technical in nature; therefore PRP is organizing capacity
building workshops in collaboration with NACTE to help TTIs prepare their accreditation application
package.
2.5.6.1 PROVIDE ACCREDITATION FEES TO NACTE FOR PARTNER TTIS AND SIGNING OF MOU
In this quarter, PRP processed payment of accreditation fee to NACTE for 19 TTIs in Balochistan.
Further, PRP Balochistan team coordinated with the partner TTIs for the completion of required
documents for NACTE accreditation.
2.5.6.2 HOLD PROVINCIAL ACCREDITATION ORIENTATION WORKSHOPS ON ACCREDITATION
TOOLS IN COLLABORATION WITH NACTE
During the reporting quarter, PRP in collaboration with NACTE completed 3-day orientation
workshops for 63 TTIs – 4 in GB, 33 in Sindh, and 26 in KP attended by 188 faculty members (111
male, 77 female). The purpose of these workshops was to orient faculty members of TTIs on the
NACTE accreditation process and tools. Table below shows the details of workshops for TTIs.
Table 19: Participants of accreditation workshops
Gilgit-Baltistan
Dates Number of TTIs Male Female Total
June 2-4 4 10 5 15
Sindh
April 6-8 11 21 11 32
April 19-21 11 18 16 34
April 25-27 11 24 15 39
Total 33 63 42 105
Khyber Pakhtunkhwa
May 17-19 13 21 16 37
May 24-26 13 20 11 31
Total 26 41 27 68
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2.5.6.3 COMPLETION OF ACCREDITATION TOOLS
The partner TTIs are in process of completing the accreditation tools and submitting to NACTE. PRP
will collect the list of Institutional Accreditation Committees (IACs) from TTIs.
2.5.6.4 DISSEMINATION OF ACCREDITATION RANKS/CATEGORIES GIVEN BY NACTE
This activity is linked with 2.5.6.3.
2.5.7 POLICY DIALOGUE ON THE PROMOTION OF USING MOTHER TONGUE FOR READING
INSTRUCTION
Under this activity, PRP will conduct a study on the use of mother tongue for literacy instruction at
early grade level, which will be further used for a policy dialogue with the government.
2.5.7.2 CONDUCT STUDY FOR THE INTRODUCTION OF MOTHER TONGUE AS A MEDIUM OF
INSTRUCTION
During the reporting quarter, meetings were held with the research team of consulting firm hired for
conducting a study on the use of mother tongue. The consulting firm developed research tools that
were reviewed and finalized in consultation with PRP. The survey tools were piloted in Haripur
district of KP and the same were revised on the basis of pilot results. Moreover, facilitation to the
consulting firm for data collection on mother tongue study was completed in Balochistan, Sindh, KP
and Punjab, and the consulting firm initiated data collection in the above-mentioned provinces.
ADDITIONAL ACTIVITIES
Secretary Education, Government of AJK held meeting with district education officials of five
PRP focused districts through webinar facilitated by PRP. In this meeting, the Secretary
Education directed district education officials of Kotli district, AJK to cancel transfer of PRP
trained teachers. As a result, the officials cancelled transfer orders of 75 PRP trained
teachers who were earlier transferred from PRP focused schools to non PRP intervention
schools in the district.
Held meetings with Joint Educational Advisor, Ministry of Federal Education & Professional
Training (MoFE&PT) on hiring of consultant for National Curricula Framework. All the
required relevant documents and nomination letter were collected from the Ministry for
providing technical assistance.
COMPONENT 3: COMMUNITY BASED SUPPORT FOR READING
This component focuses on a range of innovative program grants based on practical experience and
global evidence regarding the importance of community-based support to reinforce children’s
learning and reading skills acquisition. PRP is soliciting support from a variety of Pakistani NGOs and
school management committees through small community grants and a few larger grants that will
be focused explicitly on community-based reading activities in support of PRP’s goals.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
The following sections present details of component 3 activities undertaken during this reporting
quarter.
SUB-COMPONENT 3.1: COMPLEMENTARY READING PROGRAM (CRP) GRANTS
3.1.1 COMPLEMENTARY READING PROGRAM (CRP) GRANTS
3.1.1.1-2 RFA DEVELOPMENT ON THE BASIS OF THEMATIC AREAS
PRP developed two concept notes on ‘summer/winter camps’ and ‘tutoring’ and submitted to USAID
for approval. Upon USAID’s approval, two Request for Applications (RFAs) were drafted for the
above-mentioned grant themes and were submitted to USAID for review and feedback.
3.1.1.3 RFA APPROVAL FROM USAID
PRP received USAID’s approval on 1 RFA for ‘tutoring’ theme on May 16. As per USAID’s feedback,
PRP will remove the CRP themes related to ‘gender’ and ‘summer/winter camps’ and add: ‘enabling
writers’ workshops to develop reading materials’ and ‘reading for adolescent girls’.
3.1.1.4 SOLICITATION: CALLS FOR PROPOSALS RELEASED
In this quarter, PRP advertised the opportunity available under Complementary Reading Project
(CRP) grants ‘tutoring’ theme in English (The News), Urdu (Jang), and Sindhi (Kawish) newspapers on
May 22 (see annex 3). The documents including RFA, application form, budget, guidelines and list of
PRP intervention school were posted on the website link http://www.pakreading.org.pk/grants. The
deadline for submission of applications against this solicitation was June 22.
3.1.1.5 TECHNICAL REVIEW COMMITTEE MEETINGS – PROPOSAL EVALUATION
As a result of the above-mentioned solicitation, PRP received a total of 64 CRP grant applications
from the 6 provinces/regions (AJK 7, Balochistan 8, GB 3, ICT 15, KP 16, and Sindh 15). PRP is under
the process of reviewing and scrutinizing these applications in order to check their completeness and
eligibility. Technical review committee meetings are planned in all the provinces/regions in the next
quarter.
3.1.1.9 GRANTS MONITORING
During this quarter, PRP regional grants team conducted 85 monitoring visits for 9 CRP grants
awarded to local NGOs (AJK 12, Balochistan 14, GB 17, ICT 18, KP 12, and Sindh 12). The following
activities were conducted by 9 CRP grantees in this reporting period.
GRANTEE: HELP IN NEED (HIN)
THEME: READING EVENTS TO PROMOTE PARENTAL ENGAGEMENT
During the reporting period, following major activities were carried out by the CRP grantee in district
Hattian of AJK region.
Teachers and Parents Gatherings
A total of 71 teachers and parents gatherings were held successfully in 71 schools of district Hattian-
AJK. A total of 1,049 participants (937 parents, 107 teachers, and 5 guardians) attended these
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
gatherings where they were provided an opportunity to interact with each other and to discuss and
share children’s performance both in school and at home.
Family Reading Awareness Sessions for Family Reading Time
A total of 18 awareness sessions for family reading time were conducted in district Hattian-AJK,
attended by 78 participants (70 parents, 8 teachers). The participants were motivated to engage in
‘family-based reading activities’ under the grant program for improving reading skills of their
children studying in grades 1 and 2.
Establishment of Home Reading Corners
A total of 802 reading corners were established in homes of grade 1 and 2 children in district
Hattian-AJK. In this activity, parents and children
selected and decorated one room in their home as a
reading space.
Read a Book - Donate a Book
Read a Book - Donate a Book campaign was
launched in the CRP grants targeted communities,
and book care and collection committees were
formed in 7 villages (Parsa, Bandi Jamadaran,
Charoot Ban, Sarai, Makniat, Purana Makaan and
Amra Sawan) of district Hattian AJK. The committee
members collected books from the community and
placed these books at a common place in the village
such as hujra/masjid with mutual consent of the respective community.
Labeling Household Items
During the reporting period labeling household items activity was completed in 316 homes of grade
1 and 2 students. Parents and children were guided to write and paste the labels on the
objects/items to facilitate children in associating the written word with the objects/items.
Parents, Teachers and Children Classroom Display and Decoration Day Celebration:
Classroom display and decoration event was
organized in 30 schools to make classroom
environment stimulating and motivating for the
students. A total of 824 participants: 480 students
(234 from grade 1 and 246 from grade 2), 289
parents (234 mothers, 55 fathers), and 55 teachers
(22 male, 33 female) participated in the activity.
Let’s Read Together Today
The activity was conducted in 9 of the CRP grants
targeted schools in district Hattian-AJK. A total of
130 participants (29 male, 101 female) including
parents, students and teachers participated in ‘let’s
Read a Book - Donate a Book is being organized in district
Hattian-AJK
Participants of Let’s Read Together Today activity in district
Hattian-AJK
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
read together today’ activity.
Exchange Books
Exchange books activity was conducted in 10 communities of the 5 Union Councils of district Hattian-
AJK. A total of 49 books were exchanged between neighboring families of these communities
including storybooks, history books, Islamic books, and children’s magazines to promote reading
culture.
GRANTEE: AZAT FOUNDATION (AF)
THEME: READING EVENTS TO PROMOTE PARENTAL ENGAGEMENT
Azat Foundation (AF) a CRP grantee working in Kharan, Balochistan conducted the following
activities in this quarter.
Community Based Reading Event
Community based reading events were organized
in 20 selected schools in district Kharan-
Balochistan. Community elders as well as children
participated to read books and newspapers during
the events. A total of 378 community members
(143 male, 235 female) participated in these
events. Children were encouraged to read
storybooks and short articles from newspapers in
front of parents, teachers and community
members.
Distribution of Stationery/Materials
Materials including stickers for labeling household items, flip charts, markers, pencil sets, and
storybooks were distributed in 20 selected schools in district Kharan-Balochistan.
GRANTEE: FORESIGHT INSTITUTE FOR EDUCATIONAL AND LEADERSHIP DEVELOPMENT (FIELD)
THEME: READING EVENTS TO PROMOTE PARENTAL ENGAGEMENT
Foresight Institute for Educational and Leadership
Development (FIELD), a CRP grantee working in Skardu,
GB conducted the following activities.
Family Reading Time and Labeling Household Items
During the reporting quarter, FIELD introduced home-
based activities ‘family reading time’ and ‘labeling
household items’ in 475 households in district Skardu-
GB. Family members sat together to read a book, and
children of grades 1 and 2 labeled various household
items with the help of their parents.
Community based reading event in Kharan, Balochistan
Fatima Diya, a primary student labels an item at her
home in Skardu, Gilgit-Baltistan
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Exchange Books
Exchange books activity was conducted in 20 selected schools in district Skardu-GB. A total of 160
community members (54 male, 106 female) participated in this activity. Books were exchanged
between children, parents, elders, teachers, and community members.
Provision of Stationery/Materials
During the reporting quarter, FIELD distributed
materials including stationery sets, K2 newspaper,
and Phool magazine in 20 CRP grant targeted
schools in district Skardu-GB. The stationery was
also used for ‘labeling household items’ activity.
Parent Teacher Gathering
FIELD conducted parent teacher gatherings in 11
CRP grant targeted schools in district Skardu-GB. A
total of 149 participants (35 male, 114 female)
participated in these gatherings to interact with
each other and discuss the performance of their
children.
Teachers’ Training Workshops
FIELD conducted 3-day teachers’ training workshop in district Skardu-GB attended by 29 teachers (4
male, 25 female). The purpose of this workshop was to build capacity of the teachers to engage
parents in child learning, focusing on reading skills.
GRANTEE: KARAKORAM ASSOCIATES FOR EDUCATIONAL AND ECONOMIC DEVELOPMENT (KAEED)
THEME: CHILDREN WITH SPECIAL NEEDS
Karakoram Associates for Educational and Economic Development (KAEED), a CRP grantee working
in Ghizer, GB conducted the following activities during the reporting quarter.
Baseline Survey
KAEED conducted a baseline survey in 40 schools in district Ghizer-GB. A total of 898 children (466
boys, 432 girls) participated in the baseline survey activity. School data including information about
number of children with special needs (visual impairment) in each school, and the required facilities
to meet their educational learning needs was collected in this survey.
Project Launching Ceremony
Project launching ceremony was organized at 2 locations in district Ghizer-GB. A total of 100 people
(73 male, 27 female) participated in both the events.
Parent teacher gathering at a school in Skardu, Gilgit-Baltistan
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Children Eye Screening Test
Screening test of 1,118 students (617 boys, 501 girls) to identify visual problems of the children from
40 project schools was conducted during the reporting
quarter. Children with special needs will be treated
according to the findings.
Awareness Sessions for Parents
During the reporting period, awareness sessions for
parents were conducted in 23 CRP grants targeted
schools in district Ghizer-GB. A total of 391 parents
(179 male, 212 female) participated in these sessions to
create awareness among parents for understanding
problems of visually impaired children.
GRANTEE: HASHOO FOUNDATION
THEME: READING EVENTS TO PROMOTE PARENTAL ENGAGEMENT
Hashoo Foundation (HF) a CRP grantee working in Islamabad region conducted the following
activities during the reporting quarter.
Cluster-based Trainings for Parents
A total of 12 two-day cluster-based trainings of parents
were conducted, attended by 948 participants (185
male, 763 female). Parents learnt the techniques and
approaches of creating favorable reading environment
for children at home.
Parents Mobilization Activity
HF conducted mobilization activity for parents of 17
schools in ICT region to support them in selecting and
decorating reading corners at home. A total of 473
parents (122 male, 351 female) participated in the activity.
Labeling Household Items
A total of 473 parents (122 male, 351 female) of students from 17 targeted schools were sensitized
to label all their household items with their children to establish a print rich environment at home.
Story Sharing Day
HF organized story sharing day in 38 selected schools. A total of 370 parents (82 male, 288 female)
participated in the story sharing activity and shared indigenous stories with children.
Communication with Parents through SMS
During the reporting period, a total of 8,028 Urdu vocabulary text messages through SMS were sent
to 669 parents of grade 1 and 2 students in the focused schools to introduce two words per day to
their children.
Cluster-based training for parents at a school in
Islamabad
Screening test is in progress in district Ghizer, Gilgit-
Baltistan
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
GRANTEE: HUMAN DEVELOPMENT FOUNDATION (HDF)
THEME: READING EVENTS TO PROMOTE PARENTAL ENGAGEMENT
Human Development Foundation (HDF), a CRP grantee working in Mardan, KP conducted the
following activities during the reporting quarter.
Establishment of ‘Kitab Ghar’
During the reporting period, HDF established ‘Kitab Ghar’ in the 20 CRP grants targeted schools in
district Mardan-KP. The Kitab Ghar, a place where the
students can sit and read together, were equipped with
furniture and storybooks for primary students.
Parents-Teachers-Children Meetings
HDF conducted 20 parents-teachers-children meetings in
district Mardan-KP. A total of 2,121 participants (519
parents, 1,447 children, and 155 teachers) participated
in these meetings to discuss their child’s school
performance.
Provision of Reading Corner Kits
HDF provided reading corner kits to a total of 1,047
grade 1 and 2 students (347 boys, 700 girls) of the CRP grant targeted schools in district Mardan-KP.
This material will be used in establishing reading corners at homes of grade 1 and 2 students in the
upcoming months.
GRANTEE: HEALTH AND RURAL SERVICES FOUNDATION (HRDSF)
THEME: CHILDREN WITH SPECIAL NEEDS
Health and Rural Services Foundation (HRDSF), a CRP grantee working in district Mansehra-KP was
asked to hold CRP grant activities by security agencies of Pakistan for not having MOU with
Economic Affairs Division and local administration. The management of HRDSF is working closely
with district administration, Mansehra and security agencies to seek permission/NOC for project
implementation. Recently, HRDSF received a letter of recommendation from Social Welfare
Department, district Mansehra and now they are in final stage to get the approval/permission from
local administration on the basis of this recommendation letter.
GRANTEE: ROOT WORK FOUNDATION (RWF)
THEME: CHILDREN WITH SPECIAL NEEDS
Root Work Foundation (RWF) a CRP grantee working in Sindh region conducted the following
activities during the reporting quarter.
Training of Teachers on Visual Impairment
Four teacher training workshops were organized in Sujawal-Sindh focusing on visually impaired
children. A total of 100 teachers (84 male, 16 female) attended these trainings that were facilitated
by a qualified trainer eye specialist (ophthalmologist).
Children receive kits for reading corner at a school in
district Mardan, Khyber Pakhtunkhwa
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Distribution of Visual Screening Kits
Vision screening kits including snelen chart, lea symbols, occluder with pin hole, magnifying sheets
and measuring tape were provided to 100 trained teachers (84 male, 16 female) to conduct the
screening of children for identifying visually impaired children.
Partners Organization (SRPO)
GRANTEE: SINDH RURAL PARTNERS ORGANIZATION (SRPO)
THEME: READING EVENTS TO PROMOTE PARENTAL ENGAGEMENT
Sindh Rural Partners Organization (SRPO) a CRP grantee working in Sindh conducted following
activities during the reporting quarter.
Baseline Survey
SRPO conducted baseline survey in 300 schools of district Tando Allah Yar-Sindh to analyze schools’
condition, available facilities and provisions, teachers’ capacity and training needs, and existing
school management committees. Reading assessments were also conducted for students of grade 1
and 2 in these schools. The findings of the baseline were compiled and final baseline report was
submitted by the grantee after incorporating feedback from PRP.
Sensitization and Awareness Raising Meeting
SRPO conducted 50 sensitization and awareness raising meetings with parents in district Tando Allah
Yar-Sindh attended by 1,275 parents (843 male, 432 female). Parents of the selected communities
were sensitized to enroll their children in government primary schools of the area.
SUB-COMPONENT 3.2: COMMUNITY ENGAGEMENT
3.2.1 COMMUNITY-MANAGED READING GRANTS (CMR)
3.2.1.4 GRANT AWARD
During the reporting quarter, 3 Community
Managed Reading (CMR) grants were awarded,
one each in GB, ICT, and KP. The grants
agreements were signed by PRP and respective
grantees, however the activities will start when
schools reopen after summer vacations.
1. In ICT, 1 CMR grant agreement was signed
between PRP and School Management
Committee of Islamabad Model School (I –
V) I- 8/1 Islamabad on May 23.
2. In KP, 1 CMR grant agreement was signed
between PRP and Government Girls Primary School, Forest College, University of Peshawar
on May 24.
3. In GB, 1 CMR grant agreement was signed between PRP and Government Boys High School,
Jagir Basin, Gilgit on June 14.
Grant agreement signed by Head Teacher, Government Girls
Primary School, Forest College, University of Peshawar
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
3.2.1.5 GRANTS MONITORING
Implementation of the 3 CMR grants awarded in this quarter will start when schools reopen after
summer break. Therefore, the monitoring is subject to implementation of the CMR grants activities.
However, the post follow-up/monitoring of the already completed 18 CMR grants activities were
carried out on monthly basis in all 6 provinces/regions. During the reporting quarter, PRP regional
grants team conducted a total of 45 post follow-up/monitoring visits (AJK 9, Balochistan 12, GB 6,
ICT 5, KP 9, and Sindh 4). Some of the major findings of the post follow-up visits are as under:
In all the CMR grants targeted schools, 20 minute reading period is now an integral part of
school timetable.
Parents are visiting the respective CMR grants targeted schools on regular basis. A close
coordination between parents, teachers and school administration is visible in these schools.
The teaching and learning materials (Pico projectors, tablets, storybooks and thematic
charts) provided under the PRP grants are being utilized in classrooms.
Children take storybooks (provided by PRP) with them for 2-3 days to read with their siblings
at home.
3.2.2 MOBILE BUS LIBRARIES
3.2.2.7 ACTIVE MOBILE LIBRARY PROGRAM IN AT LEAST 300 SCHOOL/COMMUNITIES
The Mobile Bus Libraries (MBLs) visited total 27 schools (ICT 12, Sindh 15) in this quarter. PRP’s
target was to visit 34 schools in both regions (ICT 14, Sindh 30), however due to early closure of
schools for summer vacations the target could not be achieved. As an alternate, the project
proposed a summer reading program in low-cost private schools of Islamabad and Karachi from
June-August that was approved by USAID. A total of 14 schools (ICT 6, Sindh 8) were visited by the
MBL under its summer reading program.
MBL stayed in each school for 5 days to conduct reading activities with students. In this quarter, the
MBL performed following activities to promote reading culture among primary school children.
MOBILE BUS LIBRARY ACTIVITIES
READ ALOUD/STORY TELLING SESSION
WORD BUILDING
INDEPENDENT READING
AUDIO LISTENING
SMALL GROUP READING
CREATIVE WRITING
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Table 20: Number of school’s visited and beneficiaries
Province/ Region
Girl Schools
Boy Schools
Mix Schools
Total Schools
Total Enrollment
No. of Beneficiaries
% of Beneficiaries
ICT 3 - 9 12 7,082 5,319 75%
Sindh 5 10 - 15 2,516 1,679 67%
Total 8 10 9 27 9,598 6,998 73%
In addition to above reading activities, the MBL:
Distributed books to establish reading corners and promote a culture of reading among
students. A set of 550 books was handed over to each school head at last day of the visit.
6,050 books were given to 11 schools in ICT, while 15 Sindh schools received 8,250 books.
Established 35 reading corners in both regions (ICT 11, Sindh 24) to give students access to
reading resources.
Conducted 27 parents’ meetings in both regions (ICT 12, Sindh 15) to brief them about MBL
program and the importance of reading. A total of 98 parents (13 male, 85 female)
participated in these meetings.
Participation in Literature Festivals
MBL participated in 4th Islamabad Literature Festival from April 15-17 to brief visitors about
the MBL program, its objectives, modes of operation, and its impact. Parents and children
expressed a keen interest in MBL and appreciated PRP’s efforts to improve reading skills
among children.
MBL participated in ‘Qomi Kitab Mela’ (National Book Festival) from April 22-24 in Pak-China
Center Islamabad to engage visitors in reading activities and promote PRP initiatives.
MBL participated in World Book Day celebrations on April 23 in Gharo village located outside
the Karachi city. The event was organized by the Education Department and PRP’s MBL was
the center of attraction for the visitors.
MBL Summer Reading Program
In the reporting quarter, MBL introduced summer reading program to make summer mornings more
thrilling and joyful for students of marginalized communities. This initiative is an effort to open the
gateways to a world of fantasy, joy and imagination to promote a culture of reading and provide an
opportunity to the children to touch, feel, see and read the text written in the books.
Each MBL is visiting a school for 3 days in a week for 3 hours from 8:00am to 11:00am in both
Islamabad and Sindh. A total of 14 schools (ICT 6, Sindh 8) were visited by the MBL, benefiting 1,160
primary students (635 boys, 525 girls).
Following are the activities being conducted with children during summer reading program.
Storytelling Buddy reading Independent reading Audio listening Drawings Creative writing
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
MBL SUMMER READING ACTIVITIES
AUDIO LISTENING
BUDDY READING
PRIZE DISTRIBUTION
The management of private schools, parents and specially children of schools in both regions
appreciated the summer reading program. Total 1,160 students have benefited from the variety of
activities MBL offers, and 98 parents, mainly mothers, attended the MBL activities.
GENDER
4.1 NATIONAL GENDER STUDY
During the reporting quarter, PRP reviewed proposals submitted by interested firms, finalized a firm
for conducting national gender study, and conducted meetings with the consultants. This study will
gather first-hand, field-based and region-specific information related to gender gaps and
discrimination that impact PRP’s goal of improving reading skills in early grades. The study will
provide insight to PRP and to educational institutions to address gender discrimination and to design
more gender equitable and sensitive interventions for the learners of grades 1 and 2. It is expected
that the study would be completed in the next quarter.
4.2 DEVELOPMENT OF GENDER SENSITIVE MATERIAL
4.2.2 DEVELOPMENT OF BROCHURE AND POSTERS ON GIRL FRIENDLY APPROACH
In this reporting quarter, PRP received USAID’s approval for three gender posters and initiated the
process of printing. However, distribution of gender posters to PRP focused schools will start in the
next quarter after summer vacations.
Furthermore, PRP completed pilot testing of brochure developed on the concept of gender-friendly
schools (Urdu brochure) in all provinces/regions, and Sindhi brochure in Sindh province. Focus Group
Discussions (FGDs) were conducted with a group of 6-7 teachers/mentors for their feedback in each
province/region. Overall, 53 participants (26 male, 27 female) participated from all
provinces/regions. A three-phase approach was utilized in the updating and refining of the gender
brochure. The first phase involved review and gathering input from Material Review Committees
(MRCs). The second phase involved pilot testing the draft gender brochure with the target audience
(teachers/mentors). The third phase involved reviewing and incorporating the pilot test results. In
the next quarter, PRP will submit brochure to USAID for final approval.
4.4 TRAINING OF PRP GENDER FOCAL STAFF ON GENDER AND CONFLICT SENSITIVITY
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
4.4.1 ORIENTATION SESSIONS OF PRP STAFF ON GENDER AND CONFLICT SENSITIVITY
Three orientation sessions were held in this quarter (one each in ICT, AJK and GB) attended by 89
teachers, mentors, SSAs and academic supervisors (40 male, 49 female). The participants were
sensitized about gender issues in education. They were oriented on the concepts like gender and
sex, gender stereotypes and gender discrimination. Moreover, they were also provided an
opportunity to look at PRP’s reading material from a gender lens and analyze Pakistan’s gender and
education statistics and policies.
ADDITIONAL ACTIVITIES
Gender Advisor represented PRP at the National Youth Speak Forum in Lahore on April 13.
More than 200 young and passionate graduates of Pakistan’s top universities, including
interns from other countries, participated. Project introduction and its role in promoting
gender equality in education in general, and reading in particular, across Pakistan was
highlighted at this forum.
COMMUNICATIONS AND REPORTING
5.1.1 BRANDING OF VENUES AND MATERIAL DEVELOPED BY PRP
PRP ensured branding and marking of all material developed by the project as per USAID guidelines.
Branding of various program reports such as baseline assessment report, PPP guidelines and toolkit,
etc. was completed. PRP also provided branded stationery, standees and photography facilitation for
various program and administrative events including the material distribution ceremonies in KP,
Sindh, Balochistan and AJK, graduation ceremony in Balochistan, Islamabad Literature Festival, and
mini literature festival at a government school in Islamabad.
5.2.1 MAJOR PUBLIC EVENT
Islamabad Literature Festival: PRP took part in the 4th Islamabad Literature Festival held
from April 15-17 at Lok Virsa, Islamabad where the MBL and stall were the center of
attention. PRP teachers and staff from Balochistan, Islamabad, AJK and GB displayed
‘classroom rich materials’ and attended sessions over the 3 days.
Reading culture reigniting in Pakistan: PRP became part of the National Book Day Festival in
Islamabad organized by National Book Foundation and another Book Day Festival in Karachi
hosted by Education and Literacy Department in Sindh. PRP’s stalls were decorated with
hand-made storybooks of teachers and students, and the Mobile Bus Libraries engaged
young visitors in reading and art activities.
5.2.2 PRINTED AND ELECTRONIC PROMOTION AND MEDIA COVERAGE OF PROJECT
INITIATIVES
In this quarter, PRP ensured media coverage wherever needed and, in particular for the tablet
distribution and material distribution ceremonies. A total of 18 print media mentions were made
during the quarter. Detail is given below:
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
3 print media mentions for PRP-Kachhi, Balochistan tablet distribution & creative reading
competition on May 7.
http://pakreading.org.pk/sites/default/files/press/AJK%20Material%20Distribution%20Cere
mony%20May%2026%202016.pdf
2 print media mentions for teaching learning material ceremony held in AJK on May 26.
http://pakreading.org.pk/sites/default/files/press/AJK%20Material%20Distribution%20Cere
mony%20May%2026%202016.pdf
4 print media mentions for material distribution ceremony in district Nowshehra, KP on May
27.
http://pakreading.org.pk/sites/default/files/press/KP%20Material%20Distribution%20Cere
mony%20May%2027%202016.pdf
9 print media mentions for enrollment campaign in girls’ primary school, district Mansehra,
KP from April 21-27.
PRP on Air:
o USAID Education Office and PRP
appeared in a live weekly Radio Show
on FM 101: “Aap Hum Aur Behtar
Zindagi” to share project achievements
and efforts of promoting a reading
culture in Pakistan. They also
responded directly to questions from
listeners.
o PRP Head of Office and Technical
Coordinator from Islamabad
represented the project in a Radio
Show (Raabta).
Highlighting PRP work: John Groarke, USAID/Pakistan Mission Director, wrote an article for
Dawn highlighting PRP’s work.
Video commercial: TV channels also broadcasted USAID’s Ramadan greetings video ad
produced with the support of PRP.
PRP designed newspaper advertisements for grants and material development departments.
PRP program updates including tablet distribution, updated teaching learning material, and
summer reading program were posted on social media websites of USAID, IRC and Creative
Associates during the quarter.
5.3.2 PROJECT DOCUMENTARIES PRP received final cut of PRP video documentary from the vendor that is in process of
review.
USAID and PRP at the radio show
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
5.3.3 SUCCESS STORIES
Two success stories attached (see annex 4).
5.3.4 NEWSLETTERS
PRP circulated 11 weekly e-newsletters to USAID, project staff in all provinces/regions,
partners and senior provincial/regional government officials.
5.3.5 PHOTOGRAPHY/VIDEOGRAPHY OF PROJECT ACTIVITIES
PRP ensured photographic record of all major events and submitted 10 selected
photographs to USAID as part of the social media package.
5.4.1 MONTHLY, QUARTERLY AND ANNUAL REPORTING
PRP produced and submitted 1 quarterly and 3 monthly reports in this quarter.
ADDITIONAL ACTIVITIES
Campaign launched to enroll more children: On the request of Education Department, AJK,
KP and Sindh, PRP participated in the launching of school enrollment campaign at the
regional level. At the occasion, Education Ministers reiterated their commitment to improve
quality of education and enroll 100% school-aged children in the public education system.
Urdu Ki Taraqi PRP Ke Saye Main: The education management of Nilore Sector, Islamabad
organized a ‘Mini Literature Festival’ on May 12 witnessing students and teachers from 14
intervention schools. The Deputy Director
Trainings, Federal Directorate of Education
recognized the achievements upon completion of
one academic year of reading intervention.
Participating schools exhibited their material and
students performed skits and were engaged in
reading-focused games.
Books For All - Celebrating Learning to Read in
Sindh was organized by teachers in Karachi to
share the joys of reading with the homeless
children at Edhi Child Home, ‘Kashana-e- Atfaal-o-Nonihal, and with the students of Sindh
Institute of Urology and Transplantation (SIUT). Storytelling, story writing, and reading
activities were held, and PRP trained teachers donated handmade storybooks to the
children.
Celebrating tomorrow’s teachers: PRP organized a Graduation Ceremony for Associate
Degree in Education students in Quetta, Balochistan on May 27. Mr. Mohammad Khan
Achakzai, Governor Balochistan graced the event and presented tablets to position holders.
He reiterated Balochistan Government’s commitment to education reforms and encouraged
the graduates to play their role in improving quality of basic education in Balochistan.
Students perform a skit during mini literature
festival at a school in Islamabad
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
MONITORING, EVALUATION AND LEARNING
6.3: ESTABLISHMENT & IMPLEMENTATION OF PROJECT MONITORING SYSTEMS
(SYSTEMATIC MONITORING)
6.3.3 REVIEW AND UP-GRADATION OF ONLINE INFORMATION SYSTEM ON NEED BASIS
The online Monitoring and Evaluation Information System (M&E-IS) was upgraded with new features
to cater for program needs and support senior management in decision making. These updates
included:
Student enrolment module integrated to manage scanned enrolment forms, and related
reviews. Export data facility added for exporting student enrolment data in spreadsheet, and
exporting graphs from dashboard.
Teacher information section updated to add teaching grades for existing teachers, and
manage performance data for teacher transfers in TIG schools.
Teaching Learning Materials (TLMs) module updated to incorporate revisions in data
collection tools for teachers, students, and distributions to academic supervisors and
mentors. New pages and graphical modules added for TLM distributions including regional
and district level distribution figures.
Updated yearly and quarterly target versus achievement for school support visits.
6.3.5 TRAINING OF COMPONENT BASED FOCAL STAFF ON M&E
PRP continued to provide need-based support to M&E regional and district staff during the reporting
quarter particularly on data entry and updates on M&E-IS. The M&E central and regional team held
5 orientation sessions for 193 program and district M&E staff (91 male, 102 female) on M&E data
collection tools and related SoPs, minimum documentation criteria, M&E-IS and their roles and
responsibilities.
M&E quarterly review meeting was held in Islamabad during the quarter, attended by 6 regional
M&E coordinators. The aim of the meeting was to discuss progress, quarterly targets, and challenges
being faced in their respective provinces/regions.
6.3.6 SUPPORT TO PROJECT STAFF IN TRACKING PROGRESS AGAINST WORK PLAN & PMP
The central and regional M&E staff continued to provide support to project staff in tracking activities
during their field visits. Support was provided to program team in:
Reviewing performance data and related paper-based evidences for material distribution,
TIG meetings, and school support visits
Updating training data of teachers/mentors on M&E-IS
Updating TLM data on M&E-IS
Tracking on-going student enrolment data collection and uploading on M&E-IS
Monitoring and reviewing progress of CRP grantees
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
6.3.7 UPDATES ON USAID INFO
PRP held a meeting with USAID to discuss changes in PakInfo, and align targets of MSF indicators
with revised MEL plan. Yearly targets and quarterly achievements were updated and shared with
USAID for revisions through PakInfo administrator. The project data related to MSF indicators for
previous quarter was uploaded to PakInfo in May 2016.
6.3.8 UPDATES ON TRAINET
PRP is waiting for USAID input to activate the TraiNet website for updates.
6.4: DESIGN AND CONDUCT SURVEYS/STUDIES DEPENDING ON NATURE OF ACTIVITIES
6.4.1 DESIGN AND CONDUCT BASELINE SURVEYS
Student enrolment for year 2016-17 in PRP intervention schools of cohort 1 and 2 districts was
completed in this quarter. The data was collected using student enrolment tool designed to measure
the number of primary-level students and learners receiving reading interventions. PRP will report
final enrolment data after verification in next quarter.
6.4.2 DESIGN AND CONDUCT SURVEYS AS PER PMP AND WP TO MEASURE CHANGE
The language mapping survey report was drafted in this quarter and will be finalized for submission
to USAID in next quarter.
6.4.3 DESIGN AND CONDUCT RESEARCH STUDIES
Rural School Support Study: PRP continued research activities under the rural school
support study in this quarter. The study was initiated in December 2015 in 14 schools
located in Panjpai, Balochistan, Swabi, Khyber Pakhtunkhwa and Astore, Gilgit-Baltistan. This
is a participatory research that aims to build capacity of grade 1 and 2 teachers to participate
in the process of defining and studying their immediate problems related to teaching
reading, developing and testing theories through practice, and implementing the practical
knowledge that emerges from the process as well as the training. In this quarter in addition
to organizing the face to face trainings and the subsequent TIG meetings for each cluster,
teachers’ interaction during TIGs’ proceedings were observed and documented. Focus group
interviews were held with the teachers and with some community members to delve into
the community level issues that impact learning in schools. All schools were surveyed for the
provision of technology for both teachers and students (tablets). After survey, the ICT
equipment was procured and dispatched to the regions for deployment. The use of
ICT/tablets will be studied to determine whether ICT related activities assist rural and
isolated teachers in engaging their students in learning in a more inclusive manner.
Cost Effectiveness Study: To assess the cost effectiveness of training interventions, PRP is
conducting a sample-based study to determine which intervention is more cost-effective in
terms of improving children’s reading skills. After discussions with USAID in October 2015,
the following variants were chosen for the regions:
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Table 21: Variations being tested in four locations
3 VARIATIONS being tested in 4 locations
Group Face to Face
TIGs, teacher modules
Student materials
2 days coaching
Provinces/regions
A KP, Sindh
B X ICT, GB
C X ICT, KP
D X Sindh, GB
The study was initiated in January 2016. In this quarter, 5-day face-to-face training of 29
teachers (19 male, 10 female) was conducted in GB and ICT to build their capacity for
teaching reading. Training of additional groups (variants) is planned for August 2016.
Teacher Beliefs Study: This study aims to measure changes in teachers’ beliefs about
teaching reading and how children learn to read during PRP intervention. The research is
being conducted with 9 teachers. Although initially 39 teachers were selected for the study,
due to budget constraints (the design requires teachers’ travel to Islamabad as well as
researcher’s travel to the individual school for observations), the number was reduced to 9
teachers only. In this quarter, PRP organized a workshop in Islamabad for the selected
teachers (6 male, 3 female) from AJK, Balochistan, KP, and Sindh. The purpose was to orient
them on reflective journal writing techniques.
6.4.4 PROCESS EVALUATION FOR IN-SERVICE TEACHER TRAINING
The process evaluation of sample TIGs in cohort 1 districts was carried out by an external firm I-SAPS
and final report was submitted to USAID in this quarter. The objective of this exercise was to
evaluate how program activities are delivered and the extent to which they are implemented as
planned. In order to share results/findings with project staff, process evaluation workshops were
conducted in Islamabad, AJK, Balochistan, KP, and Sindh - while GB is planned in next quarter. The
findings are intended for in-service component team and technical leads to assess changes or
adaptation required to implement PRP in-service component activities as per program objectives.
6.5: IMPACT EVALUATION (STUDENT ASSESSMENT)
6.5.3 COHORT WISE STUDENT ASSESSMENT AT GRADE LEVEL TO ASSESS READING
IMPROVEMENT
In this quarter, PRP initiated the planned midline
assessment survey by modifying the tool in consultation
with international consultant and rendering the same on
Tangerine® software. A 5-day material development and
master trainer workshop was conducted in Islamabad
from April 11-15 to develop standardized material for
enumerators’ training. A total of 12 participants (7 male,
5 female) were trained as master trainers. All the
participants were trained to administer assessment tools Midline assessment data collection in process
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
using Tangerine® software, and hands on practice of rendered tool (Early Grade Reading
Assessment) was ensured during the workshop.
PRP organized 6 regional/provincial enumerators’ training workshops in AJK, Balochistan, GB, ICT,
KP, and Sindh for 32 enumerators (17 male, 15 female) to train them on administering midline
assessment survey. The table below provides details of participants.
Table 22: Participants of enumerators' training workshops
Province/Region Male Female Total
AJK 4 2 6
Balochistan 3 3 6
GB 3 3 6
ICT 2 2 4
KP 3 3 6
Sindh 2 2 4
Total 17 15 32
The midline data collection was completed in 184 schools for 2,591 students (1,421 boys, 1,170 girls)
who have completed grade 1, and 184 grade 1 teachers (100 male, 84 female). Necessary data
cleaning was performed after completion of midline data collection, and compiled data was shared
with research advisor and international consultant for analysis. The table below provides gender
wise data of schools and participants.
Table 23: Schools, students and teachers in data collection
Province/Region
Schools Students Teachers
Boys Girls Total Boys Girls Total Male Female Total
AJK 24 11 35 306 182 488 24 11 35
Bal 20 14 34 242 187 429 20 14 34
GB 17 17 34 238 265 503 16 18 34
ICT 12 12 24 184 160 344 8 16 24
KP 19 17 36 269 261 530 19 17 36
Sindh 14 7 21 182 115 297 12 8 20
Total 106 78 184 1421 1170 2591 100 84 184
A meeting was convened with USAID to discuss PRP baseline assessment report and technical
feedback was shared for necessary modification in the baseline report. PRP is in process of
incorporating USAID feedback in this report.
ISSUES AND CHALLENGES
Teacher transfers: Transfer of PRP trained teachers to non-intervention schools is one of the
challenges in all provinces/regions even though the number of transferred teachers is not
significant compared to the total number of trained teachers in each province/region. In AJK,
as a result of PRP efforts transfer orders of 75 trained teachers were cancelled by the
Education Department. Some of these teachers were away from TIG schools for 3-4 months,
and did not participate in TIG meetings during this period. That made it challenging for
them, as well as for mentors and SSAs, to bridge this gap. Project SSAs increased frequency
of their support visits to these teachers to provide additional coaching/support for daily
reading lessons, and cover remaining topics in TIG modules. In Sindh, after the introduction
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
of biometric verification of schools, PRP trained teachers were transferred to non-PRP
schools. PRP conducted series of meetings with Education & Literacy Department regarding
re-transfer of PRP trained teachers to PRP intervention schools at provincial and district
level. Due to these efforts Karachi district education office issued a notification to hold
transfers of 30 teachers.
Early closure of schools: Government of Sindh announced summer vacations 11 days earlier
than scheduled affecting TIG meetings and support visits. PRP coordinated closely with
district education offices, teachers and mentors to reschedule the planned activities and
organized additional TIG meetings / school visits in advance to complete the target as
planned for this quarter. Early closure of schools also affected the schedule of data
collection for mother tongue study in both Sindh and Punjab provinces. PRP’s close
coordination with the Education Departments and District Administration in both provinces
helped the team in timely collection of data from selected schools.
Grant activities on hold in Mansehra, KP: Health and Rural Development Services
Foundation (HRDSF), a grantee working in Mansehra, KP was asked by security agencies to
suspend activities due to non-availability of MOU and registration with Economic Affairs
Division—causing a delay in achieving the regional grants target. PRP sent a formal letter to
cease all operations until HRDSF receives the NOC. Their management is working closely
with District Administration (Mansehra) and security agencies to get permission/NOC for
project implementation.
Relationship building in Sindh: Given that USAID has 2 reading projects and a large
construction project under the Sindh Basic Education Program in Sindh, the Secretary
Education has a complicated, multi-faceted schedule. USAID/Islamabad suggested PRP
strengthen their presence with the Secretary Education, Sindh by scheduling regular visits to
update PRP activities. A senior PRP Team will start the regular meetings by providing a
presentation on the most recent achievements to senior government officials at the
beginning of the next quarter. When the Secretary Education returns from his trip abroad in
September, PRP will schedule a presentation for him.
IRC registration with Government of Pakistan: The implementation of National Action Plan
by the Government of Pakistan and Law Enforcement Agencies across Pakistan required
international NGOs to register with the Ministry of Interior in addition to Economic Affairs
Division. Accordingly, IRC submitted required application form and necessary documentation
for registration with the Ministry of Interior, Government of Pakistan. The registration is
pending despite continuous follow up with relevant government departments that has
impacted the participation of international consultants and staff to support PRP.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
OPERATIONS HIGHLIGHTS
Human Resources
Total of 65 staff (41 male, 24 female) hired: 15 (7 male, 8 female) of IRC, 16 (7 male, 9
female) of World Learning, 23 (19 male, 4 female) of Creative Associates and 11 (8 male, 3
female) of IRM.
Hired 38 enumerators to complete the midline assessment across Pakistan.
Total of 45 staff (30 male, 15 female) departed: 23 (14 male, 9 female) of IRC, 1 (1 male, 0
female) of World Learning, 14 (8 male, 6 female) of Creative Associates and 7 (7 male, 0
female) of IRM.
Two IRC employees Humayun Afridi (M&E Officer) and Muhammad Javaid (Graphic
Designer) passed away this quarter.
Conducted orientation sessions on employee handbook in Islamabad, Sindh, AJK and
Balochistan.
Administration
In reporting quarter administrative and logistics support was provided for programmatic
events, USAID meetings, internal activities and stakeholders. Similarly, travel and lodging
facilities were also provided to internal and external staff. Moreover, refresher sessions on
Vehicle Management Policy were arranged to raise awareness among staff about vehicle
management.
PRP INTERNATIONAL VISITORS/CONSULTANTS VISITS
Visitor Dates Purpose
Shahid Sadiq Security Coordinator
May 30 to June 2, 2016 To attend IRC global safety and security training in Uganda
Sharoon Shoukat Senior Security Officer
May 30 to June 2, 2016 To attend IRC global safety and security training in Uganda
Barbara J. Toye-Welsh Chief of Party
June 14 to June 18, 2016 To attend a three day intensive modification meeting in Dubai
Dr. Naeem Sohail Butt Deputy Chief of Party Program
June 14 to June 18, 2016 To attend a three day intensive modification meeting in Dubai
Mansoor Ali, Senior Director Operations and Compliance
June 14 to June 18, 2016 To attend a three day intensive modification meeting in Dubai
Zulfiqar Ali Technical Director Teacher Training
June 14 to June 18, 2016 To attend a three day intensive modification meeting in Dubai
Hamid Javaid Finance Controller
June 14 to June 18, 2016 To attend a three day intensive modification meeting in Dubai
Bahiyyeh Syed Executive Officer to COP
June 14 to June 18, 2016 To attend a three day intensive modification meeting in Dubai
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Visitor Dates Purpose
Maryam Jillani Program Associate Education for Development Division, Creative Associates
July 11 to July 22, 2016 To review Creative Associates program activities at PRP in Sindh and Islamabad
PRP International Visitors/Consultants Visits (Next Quarter)
Visitor Destination Dates Purpose
Uzma Anzar Research Advisor, International Rescue Committee
Washington DC -Islamabad
TBD Work with M&E team to plan and implement PRP evaluation and help assessment team in student data analysis.
Dr. Fathi El-Ashry Senior Associate, Education for Development Division
Egypt - Islamabad TBD Orientation of master trainers of AJK, GB, KP, FATA, ICT and Punjab on integrated reading courses developed for ADE and B.Ed. (Hons.)
Josephine Clark Kennedy, Associate Director TESOL
Washington DC -Islamabad
TBD Orientation of master trainers of AJK, GB, KP, FATA, ICT and Punjab on integrated reading courses developed for ADE and B.Ed. (Hons.)
TBD, Consultant Washington DC - Islamabad
22/08/16 to 26/08/16
Assist the reading specialist in developing the reading improvement strategy (RIS). Review Strategic RIS document for technical feedback Assist the reading specialist in conducting national workshop
Barbara J. Toye-Welsh, Chief of Party
Cairo - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Dr. Naeem Sohail Butt, Deputy Chief of Party Program
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Mansoor Ali, Senior Director Operations and Compliance
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Tayyaba Aurangzeb, Senior Director Finance and Grants
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Zulfiqar Ali, Director Technical Teaching Training
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Visitor Destination Dates Purpose
visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Shahida Maheen, Director Supplementary Resource Development
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Mahvash Ali, Director Communications And Outreach
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Kashif Pervaiz, Director Human Resources
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Khadim Hussain, Monitoring and Evaluation Coordinator
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Khurasan Ali Shah, ICT Specialist
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Dr. Fayyaz Ahmed, Technical Director Policy
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Salman Ahmed, Public Private Partnership Specialist
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Dr. Shaheen Ashraf, Gender Specialist
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Omer Azmat Butt, Grants Coordinator
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Visitor Destination Dates Purpose
visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Ruman Ijaz, Assessment Specialist
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Bahiyyeh Syed, Executive Officer to COP
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Hassan Ali, Senior Manager, Operations and Logistic
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Hamid Javaid, Finance Controller
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
TBD Creative Associates
Washington DC - Dubai
TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Maryam Jillani, Technical Manager, Creative Associates
Washington DC - Dubai
TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Nadya Karim-Shaw, Country Representative, Pakistan World Learning
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
TBD, World Learning Washington DC - Dubai
TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Aasim Reza, Project Coordinator IRM
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Visitor Destination Dates Purpose
visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Muhammad Farooq Akbar, Advisor Programs and Coordination IRM
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Jennifer Sklar, Deputy Director, Education, International Rescue Committee
Washington DC - Dubai
TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
TBD, International Rescue Committee
Islamabad - Dubai TBD/09/16 to TBD/09/16
Launch the modification. In-depth design work across pre-service and component 2. Design the quarterly TIG and school support visits in a comprehensive and sustainable model for teachers’ professional development to improve reading
Kashif Pervaiz, Director Human Resources
Islamabad - Dubai 19/07/16 to 21/07/16
Modification Orientation Meeting with COP
Rabia Hussain, HR Coordinator
Islamabad - Dubai 19/07/16 to 21/07/16
Modification Orientation Meeting with COP
Barbara J Toye-Welsh, Chief of Party
Cairo - Dubai 19/07/16 to 21/07/16
Modification Orientation Meeting with HR Senior Staff
TBD, 2 Senior Staff Islamabad - Dubai TBD/08/16 to TBD/08/16
Meeting for 2 days
Senior Staff Meeting with COP
Barbara J. Toye-Welsh, Chief of Party
Cairo - Dubai TBD/08/16 to TBD/08/16
Meeting for 2 days
Senior Staff Meeting with COP
TBD, 2 Senior Staff Islamabad - Dubai TBD/09/16 to TBD/09/16
Meeting for 2 days
Senior Staff Meeting with COP
Barbara J. Toye-Welsh, Chief of Party
Cairo - Dubai TBD/09/16 to TBD/09/16
Meeting for 2 days
Senior Staff Meeting with COP
Kashif Javaid, Director Human Resources
Islamabad – Chiang Mai, Thailand
21/08/16 to 26/08/16
To participate in IRC Annual HR Workshop
Yasir Ali Khan, HR Manager KPO
Islamabad – Chiang Mai, Thailand
21/08/16 to 26/08/16
To participate in IRC Annual HR Workshop
Agha Khannan, Supply Chain Manager, KP
Islamabad –Bangkok, Thailand
15/08/16 to 20/08/16
To participate in IRC Global Supply Chain Workshop
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Visitor Destination Dates Purpose
Mohammad Abdullah Khan, Supply Chain Coordinator Islamabad
Islamabad – Bangkok, Thailand
15/08/16 to 20/08/16
To participate in IRC Global Supply Chain Workshop
Hamid Javed, Finance Controller
Islamabad – Munyonyo, Uganda
22/08/16 to 27/08/16
To participate in IRC Finance Conference
Tayyaba Aurangzeb, Sr. Director Finance & Grants
Islamabad – Munyonyo, Uganda
22/08/16 to 27/08/16
To participate in IRC Finance Conference
Key Activities for Next Quarter
Grade 2 Urdu and Sindhi material design and illustration work
Material review committee meetings to review and approve grade 2 Urdu and Sindhi
material design and illustration
Distribution of teaching learning material package to cohort 1 and 2 schools will commence
from September 2016
Cohort 2 Phase II face-to-face trainings in all provinces/regions
Master Trainers’ orientation workshop and faculty training on reading integrated courses
Provincial accreditation orientation workshops for TTIs
Orientation workshop for enumerators (government officials) on assessment tools
Piloting of reading assessment tools in selected schools
Provincial workshops to discuss the outline of strategic plan for CPD
Mother Tongue and Gender studies
Provincial/regional grants review committee meetings
KEY MEETINGS
Meetings with USAID and other Stakeholders in Islamabad
April 6
Chief of Party (COP), and Supply Chain met with Daman Bozdar USAID/AOR to discuss and review
new processes for submission of tax exemption letters to USAID.
April 7
COP met with Daman Bozdar USAID/AOR to discuss Lion’s Club cost share proposal, Sindhi and Urdu
material distribution, Islamabad Literature Festival, and May 2016 event in GB.
April 15
COP met with Daman Bozdar USAID/AOR to discuss quarterly report and MOUs with Lion’s Club,
Laraib Energy, Paramount, and Ferozsons.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
April 21
COP met with Daman Bozdar USAID/AOR to discuss short-term technical assistance to the Ministry
of Federal Education for rolling out education quality standards and new policy/curricula reforms.
April 28
COP met with Daman Bozdar for a PRP-USAID weekly progress update meeting.
May 3
Acting COP and PRP senior management met with Daman Bozdar USAID/AOR to discuss consultative
workshops with education department, update on USAID’s visit to Fatima Jinnah Women University
Rawalpindi, tax exemption letters, and tentative dates for school visit in May.
May 10
Acting COP, M&E, and Communications met with USAID (AOR & PakInfo technical team) to discuss
changes in PakInfo historical data and aligning targets of MSF indicators with the revised MEL plan.
May 17
Acting COP, Director Teaching Training and Director Supplementary Resource Development met with
Carrie Antal, Education Advisor, Daman Bozdar USAID/AOR, and UNDP representatives to discuss
teacher-training activities in FATA.
May 20
Acting COP and M&E met with Daman Bozdar USAID/AOR to discuss PakInfo data.
May 25
Acting COP and Supply Chain met with Daman Bozdar USAID/AOR to discuss taxation exemption
issues.
June 2
Acting COP and assessment team met with Daman Bozdar USAID/AOR and Sumbal Naveed, Project
Management Specialist (USAID/Education) to discuss PRP baseline report.
PRP Azad Jammu & Kashmir Meetings
April 1
Head of Office (HoO)-AJK met with Secretary Elementary & Secondary Education to brief him about
progress on Continuous Professional Development (CPD) strategic plan.
May 4
HoO-AJK met the Secretary Education to brief him about the agenda of Steering Committee meeting
planned for May 19, and confirm his participation.
May 5
HoO-AJK met the Secretary Education to discuss Material Distribution Ceremony for cohort 2 and
hosted a video conference with selected district education offices to review PRP progress.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
May 10
HoO-AJK met with Director Institute of Education, University of AJK for her participation in the
upcoming writer’s workshop to review and finalize course guides for ADE & B.Ed. (Hons).
May 12
HoO-AJK held meeting with Controller Examination, University of AJK for issuance of result
notification for B.Ed. (Hons.) semester 4 of session 2013-17.
May 16
HoO-AJK along with the policy team met with Secretary Education and Director Directorate of
Education Extension to finalize the agenda and roles and responsibilities for Provincial Steering
Committee meeting.
May 26
HoO-AJK met with Minister of Education to update him about CPD strategic plan.
PRP Gilgit-Baltistan Meetings
April 7
HoO-GB met the Secretary Education, GB for approval of reading performance standards in the
region.
April 19
HoO-GB held coordination meeting with Director Academics, Director Planning, and Director Special
Education to discuss midline assessment survey.
May 16
HoO-GB met the Director Education to finalize dates for the material distribution ceremonies in
Hunza and Ghizer districts.
May 24
HoO-GB met the Secretary Education to discuss distribution of assets handed over to PRP from
another USAID project, and to share progress on the decisions made at National Forum on Reading
meeting held in March 2016.
May 27
HoO-GB attended the closing ceremony of the EGRA trans-adaptation workshop and met Director
Education Gilgit (Academics).
June 14
HoO-GB met the Secretary Education, GB regarding the feasibility of launching the Mobile Bus
Library in GB.
June 19
HoO-GB attended a meeting of the development partners’ forum chaired by the Secretary
Education, GB. The Secretary announced the formation of this forum to generate support of partner
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
organizations for bridging gaps in annual development plan of Education Department. The forum will
meet on quarterly basis.
PRP Balochistan Meetings
April 21
HoO-Balochistan met with Rotary Club on implementation of MOU signed between Education
Department-Balochistan, Rotary Pakistan Literacy Mission, and USAID.
May 6
HoO-Balochistan met with the Director of Schools at Directorate Education Department to formalize
a coordination committee to oversee implementation of Rotary Club activities outlined in the MOU.
May 9
HoO-Balochistan met the Provincial Coordinator OGDCL Pakistan to discuss PPP opportunities.
On May 12
HoO-Balochistan met the Director of Schools to seek support for mother tongue study in Gwadar
district.
May 18
HoO-Balochistan participated in two-day provincial consultative workshop on Sustainable
Development Goals (SDGs) organized by Government of Balochistan, UNICEF and UNESCO
Balochistan in Quetta.
June 6 and 13
HoO-Balochistan met with Director Schools, Balochistan and for PPP activities.
June 22
HoO-Balochistan met with Additional Secretary Education to discuss teacher licensing and
certification and Mobile Bus Library.
PRP Khyber Pakhtunkhwa Meetings
April 18-20
HoO-KP met with Director Inter-Services-Intelligence (ISI) and Head of Military Intelligence (MI) in
district Mansehra and Abbottabad to brief about PRP objective and activities as well as seek
clearance on tablet distribution in district Abbottabad and Mansehra.
April 28 and May 2
HoO-KP met the Assistant Commissioner Mansehra to discuss issue of tablet distribution.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
May 2
HoO-KP held meeting with District Education Department Abbottabad to seek approval for 3-day
orientation session of academic supervisors.
May 9 and 12
HoO-KP met with Director Provincial Institute of Teacher Education (PITE) and Director Elementary
and Secondary Education Department to discuss integration of TIG model in the CPD framework of
Education Department.
May 11
HoO-KP met the District Education Officer Charsada to share project updates and seek approval for
distribution of materials/tablets.
May 19
HoO-KP met with the Deputy Director Training and Senior Subject Specialist DCTE-KP regarding
accreditation status of Regional Institutes of Teacher Education (RITEs).
May 25
HoO-KP met the Additional Secretary and Chief Planning Officer to brief them on integration of TIG
model in the CPD framework of Education Department.
May 25
HoO-KP met the Director, Deputy Director Training, and Senior Subject Specialist DCTE-KP to discuss
submission of program accreditation fee to NACTE.
May 31
HoO-KP met with the Additional Secretary to discuss integration of PRP CPD model with the
Education Department CPD framework.
June 14
HoO-KP met with the Deputy Commissioner (DC) to discuss tablet distribution in District Mansehra.
However, the DC notified that due to security agencies concerns, the tablets would not be
distributed in district Mansehra.
June 15
HoO-KP held a meeting with the Director and Deputy Director Training of DCTE-KP on notification of
Pushto Reading Material Development Committee and working group for Pushto reading standards
in KP.
June 17
HoO-KP met with the DC Abbottabad to discuss tablet distribution in Abbottabad, which has been
halted by the security agencies. The DC declined the proposal of tablet distribution due to concerns
from the security agencies.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
June 21
HoO-KP met with the Secretary Education KP to seek approval on supporting education department
in developing a structure for teacher certification and licensing in KP.
June 22
Director IER University of Peshawar visited KP office to meet HoO and discuss the support required
from PRP for the upcoming Education Conference.
PRP ICT Meetings
May 16 and 17
HoO-Islamabad Field Office (IFO) met with Joint Educational Advisor, Ministry of Federal Education
and Professional Training to review PRP progress.
May 18
HoO-IFO met the CEO of READ Foundation in Islamabad to discuss possibilities of collaboration.
May 26
HoO-IFO met with Nasir Khan – Head of Capital Curriculum and Textbook Wing (CCTW) and Dr.
Zulfiqar Cheema – Education Officer CCTW to clarify their concerns on the payment issues related to
their participation/ contribution in PRP Material Review meetings.
June 14
HoO-IFO met with Rafique Tahir – Joint Educational Advisor Ministry of Federal Educational and
Professional Training to share progress of PRP activities.
June 17
HoO-IFO observed EGRA Tool Development Workshop and met officials of CCTW.
PRP Sindh Meetings
April 7
HoO-Sindh met with District Education Officer Tando Allayar and discussed the project activities and
the utilization of tablets by educational officials, mentors and teachers.
April 8
HoO-Sindh met with District Education Officer and Taluka Education Officer, Matiari and discussed
the project updates and utilization of tablets by the teachers and mentors.
April 20
HoO-Sindh met with Director Bureau of Curriculum & Extension Wing and discussed accreditation of
TTIs and the issues of self-evaluation of TTIs.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
April 20
HoO-Sindh met with Chairman and Member/Secretary of NACTE to discuss the self-evaluation of
TTIs and the support of NACTE to TTIs during the accreditation process.
April 23
HoO-Sindh met with Senior Education Minister, Chief Program Manager Reform Support Unit and
Director Schools at the World Book Day and briefed them on the PRP material and activities.
May 5
HoO-Sindh met with District Education Officer, Taluka Education Officers, and Deputy
District Education Officer Naushehro Feroze and discussed the project updates and teachers'
transfer issues.
May 19
HoO-Sindh met with Chief Program Manager Reform Support Unit (RSU) to discuss hosting the
Material Distribution event at RSU.
May 25
HoO-Sindh met with Secretary Education at the policy dialogue "Access to Basic Education and
Development in Sindh".
June 9
HoO-Sindh participated in a meeting with Sindh Teacher Education Development Authority (STEDA)
on continuous professional development framework.
June 10
HoO-Sindh met with Director General Monitoring Cell, Education & Literacy Department to
understand the M&E mechanism of Education & Literacy Department and discuss the issue of
teachers' absenteeism during their participation in the TIG meetings or mentors' visits.
June 13
HoO- Sindh met with Director Curriculum and Extension Wing, Education & Literacy Department
Sindh to discuss CPD strategic plan.
June 16
HoO-Sindh met with Director General Monitoring Cell and presented the letter outlining the
procedure of teachers/mentors' travel during school timings to ensure that the process is
transparent and no teacher can abuse the privilege of leaving the school during PRP activities.
June 27
HoO-Sindh participated in meeting with STEDA on development of the continuous professional
development strategy for Sindh.
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
ANNEXES
1. Performance against Proposed Indicators
2. Letter issued by Government of Punjab for Mother Tongue Study
3. Grants Advertisement
4. Success Stories
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
ANNEX 1: PERFORMANCE AGAINST PROPOSED INDICATORS
A. List of MSF Indicators
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
Overall Program Goal - Students performing better in reading
1 USAID MSF Indicator 4.2.2a. Number of learners receiving reading interventions at primary level Type: Output
0
Total 421,613 312,011 733,624 747,108 552,892 1,300,000 - - - 113,575 113,524 227,099
2 USAID MSF Indicator (4.2a): Number and proportion of learners who, by the end of two grades of primary school, demonstrate that they can read and understand the meaning of grade level text Type: Outcome
TBD
296,390 223,610 520,000
3 USAID MSF Indicator (4.1b) Percent change in drop-out rates in USG assisted schools (Proxy Indicator) Type: Outcome
5% point decrease from the baseline
4 USAID MSF Indicator (4.2d) Number of learners with improved reading skills Type: Outcome
518,703 391,297 910,000
Component 1 - Improved Classroom Learning Environment for Reading
Students and Schools
64
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
4.2.2d MSF indicator: Number of teaching and learning materials provided with USG assistance. Type: Output
Total - - 1,658,29
0
- - 7,015,781 194,05
5
461,414
1.2.1: Number of TLMs provided to Reading Specialist.
96 288 12 57
1.2.2: Number of TLMs provided to Mentors.
5,862 16,565 705 3,925
1.2.3: Number of TLMs provided to Academic Supervisor.
2,060 5,520 292 992
1.2.4: Number of TLMs provided to Head Teachers.
8,218 23,800 3,560
1.2.5: Number of TLMs provided to Teachers.
972,834 5,149,225 45,938 119,422
1.2.6: Number of TLMs provided to student of Grade 1 and Grade 2.
669,220 - - 1,820,333 147,10
8
333,408
1.2.7: Number of Radio shows broadcasted.
50 - 50
Teachers - In service
1.4. USAID MSF Indicator (4.2.2-b) Number of in-service teachers/educators/teaching assistants who successfully completed training or received intensive coaching or mentoring with USG support (S.I. 3.2.1-31) Type: Output
0 Total 4,197 3,578 7,775 12,940 10,860 23,800 123 58 181 8,900 6,001 14,901
AJK 600 512 1,112 2,000 1,705 3,705 1,355 1,103 2,458
Balochistan 530 452 982 1,856 1,416 3,272 1,449 869 2,318
FATA 427 364 791 1,424 1,213 2,637 - - -
GB 124 106 230 414 353 767 497 240 737
ICT - - - 138 117 255 101 464 565
KP 1,160 989 2,149 3,867 3,295 7,162 122 47 169 2,865 2,662 5,527
65
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
Punjab - - -
Sindh 1,356 1,155 2,511 3,241 2,761 6,002 1 11 12 2,633 663 3,296
1.7. USAID MSF Indicator (4.3.2-a) Number of administrators and officials successfully trained with USG support Type: Output
TBD
Total 6,162 5,265 11,427 14,266 12,199 26,465 - - - 2,740 1,966 5,814
AJK 887 758 1,645 2,220 1,645 4,118 - - - 587 397 984
Balochistan 800 687 1,487 2,002 1,487 3,719 912 508 1,241
FATA 628 535 1,163 1,575 1,163 2,921 - - - - - -
GB 185 158 343 476 343 885 - - - 298 59 357
ICT - - - 156 - 290 - - - 63 177 240
KPK 1,701 1,452 3,153 4,267 3,153 7,913 - - - 880 825 1,705
Sindh 1,961 1,675 3,636 3,570 3,636 6,619 - - - - - 1,287
1.7.1. Number of reading specialists trained. Type: Sub Indicator of 1.7.
Sub total - - - 16 16 32
- - - 16 9 25
AJK 2 2 4
- 3 1 4
Balochistan 2 2 4
- 2 1 3
FATA 2 2 4
- - - -
GB 2 2 4
- 2 1 3
ICT 2 2 4
- 2 2 4
KP 2 2 4
- 2 2 4
Punjab
- - - -
Sindh 4 4 8
- 5 2 7
66
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
1.7.2. Number of mentors trained. Type: Sub Indicator of 1.7.
Sub total 465 395 860 1,072 911 1,983
- - - 649 444 1,093
AJK 67 57 124 167 142 309 - 124 50 174
Balochistan 59 50 109 148 125 273 - 102 72 174
FATA 48 40 88 119 101 220 - - - -
GB 14 12 26 35 29 64 - 37 9 46
ICT - - - 11 10 21 - 7 26 33
KP 129 110 239 322 275 597 - 191 195 386
Punjab - - - -
Sindh 148 126 274 270 229 499 - 188 92 280
1.7.3. Number of head teachers trained. Type: Sub Indicator of 1.7.
Sub total 5,572 4,745 10,317 12,853 10,947 23,800
- - - 2,720 1,610 4,330
AJK 800 681 1,481 2,001 1,704 3,705
- 413 330 743
Balochistan 706 602 1,308 1,767 1,505 3,272
613 341 954
FATA 570 485 1,055 1,424 1,213 2,637
- - - -
GB 166 141 307 414 353 767
- 236 48 284
ICT - - - 138 117 255
- 48 145 193
KP 1,547 1,317 2,864 3,868 3,294 7,162
- 631 581 1,212
Punjab - -
- - - -
Sindh 1,783 1,519 3,302 3,241 2,761 6,002
- 779 165 944
1.7.4. Number of academic supervisors trained.
Sub total 125 125 250 325 325 650
- - - 247 119 366
67
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
Type: Sub Indicator of 1.7. AJK 20 20 40 50 50 100
- 47 16 63
Balochistan 35 35 70 85 85 170
77 33 110
FATA 10 10 20 30 30 60
- - - -
GB 5 5 10 25 25 50
- 23 1 24
ICT - 5 5 10
- 6 4 10
KP 25 25 50 75 75 150
- 56 47 103
Punjab - - - -
- - - -
Sindh 30 30 60 55 55 110
- 38 18 56
Teachers - Preservice
1.9 MSF Indicator 4.2.3a. Number of host-country individuals who completed USG-funded short-term training or exchange programs involving higher education institutions Type: Output
Total 123 123 246 333 333 666
- - - 124 104 228
AJK 18 18 36 36 36 72
Balochistan 21 21 42 57 57 114
FATA 6 6 12 12 12 24
GB 6 6 12 12 12 24
ICT 0 0 0 6 6 12
KP 30 30 60 78 78 156
Punjab 9 9 18 24 24 48
Sindh 33 33 66 108 108 216
1.11 USAID MSF Indicator: (4.1.2-a) Number of students
1954 (On-
Total 1,335 2,314 3,649 1,168 1,993 3,161
68
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
receiving US-funded scholarships to attend Pakistani institutions of higher education Type: Output
going) AJK 106 285 391 106 282 388
Balochistan 263 292 555 259 280 539
FATA 87 49 136 74 49 123
GB 78 208 286 71 206 277
ICT 9 19 28 9 19 28
KP 401 557 958 374 551 925
Punjab 68 467 535 17 177 194
Sindh 323 437 760 258 429 687
1.11.1: Number of student-teachers enrolled in ADE program receiving new scholarships from the Pakistan Reading Project. Type: Sub Indicator of 1.11.
Sub total 495 762 1,257 474 751 1,225
AJK 34 57 91 34 57 91
Balochistan 86 148 234 89 145 234
FATA 50 23 73 50 23 73
GB 11 35 46 10 36 46
ICT 6 13 19 6 13 19
KP 178 312 490 178 312 490
Punjab - - - - - -
Sindh 130 174 304 107 165 272
1.11.2: Number of student-teachers enrolled in B.Ed. (Hons) program receiving new scholarships from the
Sub total 164 254 418 160 257 417
AJK 6 32 38 6 32 38
69
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
Pakistan Reading Project . Type: Sub Indicator of 1.11.
Balochistan 19 33 52 21 31 52
FATA 7 4 11 7 4 11
GB 11 9 20 11 9 20
ICT 3 6 9 3 6 9
KP 72 47 119 72 47 119
Punjab 14 70 84 14 70 84
Sindh 32 53 85 26 58 84
1.11.3: Number of ADE program scholarship holders of USAID-TEP continuing receiving scholarships from the Pakistan Reading Project. Type: Sub Indicator of 1.11.
Sub total 522 985 1,507 411 672 1,083
AJK 55 157 212 54 155 209
Balochistan 133 66 199 130 63 193
FATA 30 22 52 17 22 39
GB 42 138 180 38 135 173
ICT - - - - - -
KP 98 144 242 72 135 207
Punjab 50 278 328 - - -
Sindh 114 180 294 100 162 262
1.11.4: Number of B.Ed. (Hons) program scholarship holders of USAID-TEP continuing receiving scholarships from the Pakistan Reading Project .
Sub total 148 299 447 116 300 416
AJK 5 25 30 5 25 30
Balochistan 25 45 70 19 41 60
70
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
Type: Sub Indicator of 1.11.
FATA - - - - - -
GB 14 26 40 12 26 38
ICT - - - - - -
KP 53 54 107 52 57 109
Punjab 4 119 123 3 107 110
Sindh 47 30 77 25 44 69
1.11.5: Number of in-service TTIs faculty receiving bridging scholarships from the Pakistan Reading Project . Type: Sub Indicator of 1.11.
Sub total 6 14 20 7 13 20
AJK 6 14 20 7 13 20
1.12 USAID MSF Indicator 4.2.2c. Number of individuals enrolled in Associates and Bachelors Degree Programs in Education. Type: Output
Total 832 833 1,665 4,160 4,165 8325 2,775 5,286 8,061
AJK 90 90 180 450 450 900 233 541 774
Balochistan 143 143 285 713 713 1425 653 962 1,615
FATA 30 30 60 150 150 300 138 17 155
GB 30 30 60 150 150 300 48 261 309
ICT 15 15 30 75 75 150 11 29 40
KP 195 195 390 975 975 1950 423 477 900
Punjab 60 60 120 300 300 600 291 1,730 2,021
Sindh 270 270 540 1348 1350 2698 978 1,269 2,247
1.13 USAID MSF Indicator (4.2C) Number of graduates of Associates and Bachelors Degree Programs in Education
6990 Total 833 833 1,665 3,720 3,998 7,718 1,196 2,034 3,230
AJK 90 90 180 360 360 720 104 232 336
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
Type: Impact
Balochistan 143 143 285 570 570 1,140 377 430 807
FATA 30 30 60 120 120 240 14 22 36
GB 30 30 60 120 120 240 46 179 225
ICT 15 15 30 60 60 120 - - -
KP 195 195 390 780 780 1,560 249 528 777
Punjab 60 60 120 240 240 480 60 153 213
Sindh 270 270 540 1,078 1,080 2,158 346 490 836
1.15 USAID MSF indicator (4b). Percentage of graduates from USG-supported tertiary education programs reporting themselves as employed Type: outcome
13% (TEP
Study)
Total 83 1665 5% 333 6660 5% 20%
Component 2: Improved policies and system for reading
Reading Policies
2.4. USAID MSF Indicator (4.2.1b) Number of policies, laws, regulations or guidelines developed or modified to improve education quality, access or management Type: Output
Total
12 42 1 23
72
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
2.5. USAID MSF Indicators (4.2.1)-a Number of universities/TTIs offering new education degree programs Type: output
Total 29 111 110
2.6 USAID MSF Indicator (4.3.2-b) Number of education officials trained to administer early grade reading assessments Type: output
NA 40 85 -
Component 3 - Community Based Support for Reading
3.1. USAID MSF Indicator (4.3.1-c) Number of USG assisted CSOs working to improve education quality and access Type: Output
0 Total 21 35 9
AJK 3 5 1
Balochistan 3 5 1
FATA 3 5 -
GB 3 5 2
ICT 3 5 1
KP 3 5 2
Sindh 3 5 2
3.3. USAID MSF Indicator (4.3.1-a) Number of PTAs or similar school governance structures supported Type: Output
Total 10 20 3 21
AJK 1 3 3
Balochistan 2 3 4
FATA 1 3 -
73
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
GB 1 2 1 3
ICT 1 2 1 3
KP 2 3 1 4
Sindh 2 4 4
3.5. USAID MSF Indicator (4.3-a) Change in percent of parents who express confidence in the school system in USG focused districts Type- Outcome
TBD 20% point increase
74
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
B. List of Custom Indicators
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
Component 1 - Improved Classroom Learning Environment for Reading
Students and Schools
1.1 Custom indicator: Number of Early Grade Reading Material Review Committees (MRCs) formed and functional. Type: Output
0 Total 9 9 9
AJK 1 1 1
Balochistan 1 1 1
FATA 1 1 1
GB 1 1 1
ICT 1 1 1
KP 2 2 2
Sindh 2 2 2
1.3. Custom indicator: Number of classroom based corner libraries established Type: Output
0 Total 3,081 2,627 5,708 12,940 10,860 23,800
AJK 600 512 1,112 2,000 1,705 3,705
Balochistan 530 452 982 1,856 1,416 3,272
FATA 427 364 791 1,424 1,213 2,637
GB 124 106 230 414 353 767
ICT 138 117 255 138 117 255
KP 1,160 989 2,149 3,867 3,295 7,162
Sindh 102 87 189 3,241 2,761 6,002
75
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
Teachers - In service
1.5. Custom Indicator:Percentage of primary school teachers who demonstrate application of reading instruction methods in classroom teaching.Type: outcome
TBD Sub total 55% 55% 55% 60% 60% 60%
AJK 55% 55% 55% 60% 60% 1
Balochistan 55% 55% 55% 60% 60% 1
FATA 55% 55% 55% 60% 60% 1
GB 55% 55% 55% 60% 60% 1
ICT 55% 55% 55% 60% 60% 1
KP 55% 55% 55% 60% 60% 1
Punjab 55% 55% 55% 60% 60% 1
Sindh 55% 55% 55% 60% 60% 1
1.6. Custom indicator: Number of Apex institutions dealing with the Continuous Professional Development of Teachers as per the TIG model. Type: Output
0 Total (1 per province/ region)
7
Teachers - Preservice
1.8. Custom Indicator Number of TTIs further strengthened to offer/initiate ADE and B.Ed. Type: Output
0 Total 29 - 27
AJK 1 - 1
Balochistan 1 - 1
FATA 2 - 2
76
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
GB 0 - -
ICT 2 - 1
KP 4 4
Punjab 3 3
Sindh 16 15
1.10 Custom Indicator - Number of TTI faculty members oriented on delivery of the reading course including practicum and assessment. Type: Output
Sub total 123 123 246 333 333 666
AJK 18 18 36 36 36 72
Balochistan 21 21 42 57 57 114
FATA 6 6 12 12 12 24
GB 6 6 12 12 12 24
ICT 0 0 0 6 6 12
KP 30 30 60 78 78 156
Punjab 9 9 18 24 24 48
Sindh 33 33 66 108 108 216
1.14 Custom Indicator: Percentage of student-teachers who demonstrate increased knowledge of reading instruction methods promoted through Pakistan Reading Project in ADE and B.Ed. (Hons) programs Type: outcome
TBD 70%
77
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
Component 2: Improved policies and system for reading
Reading Policies
2.1 Custom indicator: Number of Steering Committees established and functional at provincial/ regional levels for Pakistan Reading Project Type: Output
Total 7 7
AJK 1 1
Balochistan 1 1
FATA 1 1
ICT 1 1
GB 1 1
KP 1 1
Sindh 1 1
2.2. Custom indicator: Number of provinces with approved Reading Improvement Strategies (RIS). Type: Output
Total 7 7 -
2.3. Custom indicator: Proportion of provinces implementing and monitoring RIS. Type: Output
Total 1 -
78
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
Indicator reference
# Indicator Description Province/Region
TARGETS ACHIEVEMENT
Year 3 (Oct 2015-Sep 2016) Life of Project Targets Achievements during Q3 FY 2016 (Apr 1 - Jun 30 2016)
Cumulative achievement (as of June 2016)
Male Female Total Male Female Total Male Female Total Male Female Total
2.7 Custom Indicator: Number of Public Private Partnerships (PPP) established to promote reading at early grade. Type: output
NA Total 2 10 5
Component 3 - Community Based Support for Reading
3.2. Custom indicator: Number of reading enhancement initiatives completed by Pakistani civil society organizations (CSOs) Type: Output
0 Total 21 35
AJK 3 5
Balochistan 3 5
FATA 3 5
ICT 3 5
GB 3 5
KP 3 5
Sindh 3 5
3.4. Custom indicator: Number of communities with access to mobile bus libraries Type: Output
Total 150 300 27 75
ICT 50 100 12 44
Sindh 100 200 15 31
79
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
ANNEX 2: LETTER ISSUED BY GOVERNMENT OF PUNJAB FOR MOTHER TONGUE STUDY
80
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
ANNEX 3: GRANTS ADVERTISEMENT
81
USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
ANNEX 4: SUCCESS STORIES
SUCCESS STORY Reading Beyond School
“Seeing my daughter take interest in
reading has inspired me to read to my
children every day and help them become
better readers.”
Mir Baz, Malaika’s father
Malaika begins her day going over the different letters and
words she has displayed on a print-rich wall in her house. She
makes up her own jingles and rhymes to highlight a particular
sound and also gets her siblings involved in the activity. Her
father helps her with difficult Urdu words and enjoys seeing his
daughter taking so much interest in reading.
Malaika is a primary student at a PRP intervention Government
Girls High School Gulmit, Gilgit-Baltistan that received one year
of support through the project. The activities carried out at this
school under PRP have helped her develop an immense
interest in reading and to take this interest beyond the school
premises. She has put up charts and drawings containing Urdu
letters, words, and sounds on the walls of her house and is also
inspiring her friends and siblings to improve their reading skills.
Her father, who is a teacher at a government school, is happy
with her performance and feels that PRP is giving his children
valuable reading skills without increasing their workload.
What particularly fascinates him is the way Malaika helps her
older siblings, one of whom is a grade 7 student, to read
difficult words. As she reads a story to her sister, one can tell
how much she loves reading. “I was surprised to see her
helping her older sister read difficult words using a fascinating
technique. Malaika sat with her and helped her read complex
words indicating the number of sounds they hear in a word by
tapping of fingers,” says her father.
Malaika’s teacher is also happy with the way PRP’s activities
are contributing to an improved reading culture at the school.
Ms. Shazia, who taught Malaika’s class last year, says that what
her students are learning through PRP now will continue to
inspire them throughout their lives. She sees a significant
improvement in this year’s class as compared to earlier classes,
attributing it to PRP’s efforts at improving reading skills of early
grade students in her school.
Malaika is reading a story to her father
and younger sister in her house
Malaika is helping her friends read a
story at school
A print rich wall at Malaika's home
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USAID-funded Pakistan Reading Project – Quarterly Progress Report (April 01 - June 30, 2016)
SUCCESS STORY Reading Techniques Prove Fruitful
The high level of reading skills of the
students on their first day in a new grade
came as a surprise for Shabana, a primary
teacher at a government school in
Abbottabad, Khyber Pakhtunkhwa
Shabana Kousar doing a vocabulary activity with primary
grade students using the word زنجیر (chain), May 2016
Shabana was all set to take her first class as an
assistant teacher in her new job at Government Girls
Jica Model School Mirpur in Abbottabad, Khyber
Pakhtunkhwa; she knew the first day would be
disappointing—an unproductive effort with a passive
lot of students, particularly in the absence of their
class teacher, who was unwell.
But this year, she was in for a surprise. After
introductions with class, she asked a student to read
the title page of the Urdu textbook. The student
complied and read it aloud surprisingly, with
perfection. Considering her an exception, Shabana
asked another student to read the contents on the
inside page. He astonished her by reading the entire
list. Thinking she might have stumbled upon a special
batch, Shabana picked a random student and wrote a
difficult word بلوچستان on the board, asking her to
pronounce it. The girl lifted her hands, said ب and
clapped, said لو and clapped again followed by چس
and تان, clapping each time. “What did you just do?”
she asked. “CLAP OUT!” echoed the class. Curious, she
scribbled کتاب on the board. Now the students held up
their hands, palms to their confident faces, producing
four distinct sounds and thumb-touching a finger with
each, said the word in chorus. They called it ‘Tapping
Out’. “That day I learned more than I taught the
children,” confessed Shabana. Tapping, skywriting,
blending, segmentation, and decoding.
When Rubina, the class teacher, came the next day
that was when Shabana heard about PRP and its
training model focusing on reading. In Rubina’s
opinion, students learn to read better when teachers
understand their learning needs. She explained, “It
was a challenge for me too but thanks to PRP training,
monthly meetings and regular coaching visits to our
school, I became a true language teacher.” Shabana is
now excitedly looking forward to her new job!