usaid pakistan reading project

0 USAID Pakistan Reading Project – Quarterly Progress Report (Jan-Mar, 2014)


USAID Pakistan Reading Project Quarterly Progress Report: January 1-March 31, 2014 Program Title: USAID Pakistan Reading Project Sponsoring USAID Office: USAID/Pakistan Cooperative Agreement Number: AID-391-A-13-00005 Grantee: The International Rescue Committee (IRC) Date of Submission: April 30, 2014 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.


Table of Contents Acronyms ............................................................................................................. 3

USAID Pakistan Reading Project: At A Glance ............................................. 4

Executive Summary ........................................................................................... 6

Programmatic Activities .................................................................................... 8 Component 1: Improved classroom learning with an explicit focus on reading ............... 8 Component 2: Improved management in public education systems and low-cost private schools ............................................................................................................................................... 17 Component 3: National culture of reading re-established ....................................................... 22 Monitoring and evaluation .............................................................................. 25

Issues And Challenges .................................................................................... 48

Annexures .......................................................................................................... 49


Acronyms AJK Azad Jammu and Kashmir ALBBS Alif Laila Book Bus Society BPS Basic Pay Scale CAG Content Advisory Group CIP College Improvement Plan CSR Corporate Social Responsibility CRP Complementary Reading Program DSD Directorate of Staff Development EGRA Early Grade Reading Assessment DoE Department of Education FATA Federally Administered Tribal Areas FPCCI Federation of Pakistan Chamber of Commerce and Industry GB Gilgit Baltistan GBEAC Gilgit-Baltistan Education Assessment Centre GCET Government College of Elementary Teachers GRC Grants Review Committee HEC Higher Education Commission HRIS Human Resource Information System ICT Islamabad Capital Territory IRC International Rescue Committee KP Khyber Pakhtunkhwa MDC Material Development Committee MSI Management Systems International NACTE National Accreditation Council of Teacher Education NCRC National Curriculum Review Committee NOC No Objection Certificate PCP Pakistan Center for Philanthropy PEAS Punjab Education Assessment System PEC Punjab Education Commission PMP Performance Monitoring Plan RFA Request for Applications RIS Reading Improvement Strategy SGP Small Grants Program TIG Teacher Inquiry Group ToR Terms of Reference TRG Technical Reference Group TTI Teacher Training Institute


USAID Pakistan Reading Project: At A Glance The USAID Pakistan Reading Project, implemented by the International Rescue Committee (IRC) and its partners, is a five-year 165 million dollar project with the objective to support the provincial and regional Departments of Education (DoE) throughout Pakistan to improve the reading skills of 4 million children. The project will achieve this goal through three distinct but interrelated components that will work in synergy to affect the quality of primary education: teacher education, policy reforms, and community engagement to ultimately reestablish a national culture of reading in Pakistan. Component one will improve the quality of teaching and assessment of reading by supporting improvements to pre-service education, providing a model for teacher professional development for in-service teachers, and making supplemental instructional materials more widely available to primary school teachers (grades 1-5). At every step in this process,, the Pakistan Reading Project will support efforts of the Government of Pakistan in each province/region to achieve these goals. The project will also focus its efforts towards building the capacity of provincial and district government stakeholders to ensure a sustainable improvement in the quality of reading instruction in Pakistan. The second component of the Pakistan Reading Project will promote the adaptation and implementation of policies that promote quality teaching, especially in regard to teaching and assessment of reading; it will also ensure the sustainability of the Pakistan Reading Project over time through permanent policy changes. In support of these tasks, the project will continue working with the national and provincial level steering or advisory committees formed under the USAID Teacher Education Project. The terms of reference and membership of these committees will be expanded to include key decision-makers from primary education secretariats and directorates to ensure a smooth transition from the USAID Teacher Education Project. Component three will support civil society to re-establish a national culture of reading that once existed in Pakistan. This will be done through a small grants program, which will include complementary reading program grants; research and learning grants, and community-managed grants. In addition, the Pakistan Reading Project will also launch several broad-based cross-platform print and electronic campaigns to augment these interventions.

Partner Technical lead & relevant sub-components

Core partners IRC In-service teacher training,

assessments and assessment systems, small grants, re-establishing a national culture of reading

Creative Pre-service teacher training, HRIS, DoE systems strengthening, education policy

IRM Materials development World Learning

English-language training, scholarships management

Niche partners AIOU Distance learning and university

administration ALBBS Community and mobile libraries Equal Access

Media and communications, distance & self-learning

EDF Comic books and television to promote reading

PAIMAN Gender and conflict sensitivity (cross-cutting)

RTI Assessment systems using Tangerine UO Teacher accreditation and research

Table 1: Pakistan Reading Project partners


The Pakistan Reading Project will improve reading and assessment of 94,000 teachers in 38,000 public and private schools. As a result, towards the end of the project, we anticipate that 2.5 million children will be able to read at a level commensurate with standards at their grade level.


Executive Summary During this reporting period, the USAID Pakistan Reading Project picked up pace with implementation of its activities. This was a direct result of signing of memoranda of understanding (MoUs) between USAID and the remaining provinces/regions (Sindh, Balochistan, Khyber Pakhtunkhwa, Federally Administered Tribal Areas and Gilgit Baltistan). The project facilitated the signing of MoUs with Islamabad Capital Territory (ICT) and Azad Jammu and Kashmir (AJK) during the previous quarter. Implementation of activities in Punjab still remains a challenge, as the MoU has yet to be signed. We revised the project’s annual work plan for FY 2014 based on feedback received from USAID. We shall submit the final version, including annual performance targets for each province/region, to USAID for approval early next quarter. Similarly, we have also revised the project’s performance monitoring plan (PMP) based on USAID feedback that requested specific sub-indicators. In order to expand the number of institutes offering the new teacher education degree programs, the Pakistan Reading Project began working with the relevant provincial/regional authorities and universities to identify additional TTIs for the ADE and B.Ed. (Hons.) programs. As a result, the provincial/regional authorities notified new TTIs. We shall submit this list to USAID for approval early next quarter. To provide support for the development and integration of reading instruction curricula and assessment into the ADE and B.Ed. (Hons.) degree programs, the project organized a two-day workshop to develop common frameworks for three reading instruction curricula. Participants explored various options to develop and integrate reading instruction curricula into the degree programs. The Pakistan Reading Project collected the new enrollment data, ranging from the highest to lowest achievers from each TTI of KP, AJK, GB, ICT and FATA. The project then allocated year one scholarships to each TTI based upon the total enrollment, with slight adjustments to ensure equitable regional and geographic access to students. The project also conducted a series of orientation meetings on the scholarship component of the project for 517 scholarship recipients from colleges and universities across Pakistan. In order to share EGRA baseline results with provincial education officials, the project collaborated with USAID and Management Systems International (MSI) to organize three early grade reading assessment (EGRA) baseline meetings in Lahore and Karachi. The provincial/regional governments approved the human resource information system (HRIS) taskforces for Balochistan, FATA, and ICT during this reporting period. We also held the first meetings of HRIS taskforces for FATA, AJK and ICT during this quarter. The purpose of these meetings was to review and approve quarterly plans of activities and solicit approvals to conduct a situation analysis of existing HR systems and needs assessment for establishing a HRIS. In order to explore various possibilities of collaboration on public private partnerships (PPP), we held a series of meetings with the Lions Club and Aman Foundation in Karachi. The Lions Club showed keen interest in sponsoring classroom libraries in primary schools and we agreed to continue discussions during the club’s regional meeting in the next quarter (June) in Lahore.


By the end of this reporting quarter, we finalized the composition and ToRs of all provincial/regional steering and technical advisory committees with the exception of Punjab and FATA. The approval of FATA’s revised membership is in process; that of Punjab is waiting signing of the MoU with USAID Similarly, we notified the grants review committee (GRC) members for FATA, Balochistan, Sindh, ICT and AJK. We shall notify the GRC members for the remaining provinces/regions in the next quarter. The project advertized the initial request for applications for the project’s small grants program (SGP) this quarter; as a result we received 562 applications. We shall further screen all applications to identify ineligible applicants before presenting them to the GRC. Our partners, the Education and Diversity Foundation and Big Bad Boo drafted Urdu songs (6 new and 4 revised versions) this quarter. Once complete, the project will—with appropriate approvals from USAID and the Government of Pakistan--use these songs in animated TV shows to be aired in the second year of the project. We held a meeting of a content advisory group (CAG) in Islamabad this quarter in which relevant stakeholders, including a USAID representative, participated. Members of the CAG provided feedback on different technical aspects of the sample programs. Finally, we are pleased to report that USAID officially launched the USAID funded Pakistan Reading Project at a large ceremony held at the Islamabad Model Secondary School in Chak Shahzad on February 13, 2014. U.S. Ambassador to Pakistan, Richard Olson, and U.S. Ambassador-at-Large for Global Women's Issues, Catherine Russell, State Minister for Education, Trainings and Standards in Higher Education, Muhammad Baligh Ur Rehman, and over 150 donors, faculty and students, and stakeholders attended the colorful ceremony.

Photograph 1: Richard Olson, U.S. Ambassador to Pakistan with school children during the project's launching ceremony


Programmatic Activities This section of the quarterly progress report presents key programmatic activities of the Pakistan Reading Project in accordance with the work plan that USAID provisionally approved in November 2013. These activities fall under the three core components of the Pakistan Reading Project:

1. Improved classroom learning with an explicit focus on reading

2. Improved management in public education systems and low-cost private schools

3. National culture of reading re-established

Component 1: Improved classroom learning with an explicit focus on reading The objective of component 1 is to improve the quality of teaching and assessment of reading by supporting improvements in pre-service education, providing a model for teacher professional development for in-service teachers, and making supplemental instructional materials more widely available to primary school teachers (grades 1-5). Throughout this component, the Pakistan Reading Project will support efforts of the Government of Pakistan in each province/region to achieve these goals. The project will also focus its efforts towards building the capacity of provincial/regional and district government stakeholders to ensure a sustainable improvement in the quality of reading instruction in Pakistan. The following sections present details on component 1 activities undertaken during this reporting quarter. 1.1: Teacher skills improved through quality education, training and continuous professional development (CDP) 1.1.1.1: Support teacher training institutes (TTIs) currently offering the new degree programs to strengthen strategic planning and management capacity The Pakistan Reading Project is providing technical assistance to TTIs currently offering the ADE and B.Ed. (Hons.) degree programs (87 colleges and 15 universities) to implement their college improvement plans (CIPs) and university strategic plans, which they developed under the USAID Teacher Education Project. The project is working closely with the management of these institutes to help them assess the progress against these plans through participatory assessments. Following the development of participatory assessment tools during the previous quarter, the project organized a series of participatory assessment orientation workshops in Azad Jammu and Kashmir (AJK), Balochistan and Sindh during this reporting period. Faculty from TTIs and officials from the provincial/regional teacher education apex institutions attended these workshops. We plan to organize workshops in the remaining provinces and regions early next quarter. Table 2 provides a summary of the workshops that we held during the reporting period.


Table 2: Summary of participatory assessment orientation workshops held

Province/ Region

Date Institutes Number of participants Male Female

AJK Feb 6-7, 2014 10 GCETs & apex inst. 12 12 Balochistan Mar 26-27, 2014 16 GCES & apex inst. 24 12 Sindh Feb 11-12, 2104 18 GECEs & apex inst. 43 14 1.1.1.2: Support the adoption of the degree programs in additional TTIs In order to expand the number of institutes offering the new teacher education degree programs, the Pakistan Reading Project began working with the relevant provincial/regional authorities and universities to identify additional TTIs to adopt he ADE and B.Ed. (Hons.) programs. The following criteria were used for identification of these institutes: Colleges:

• The elementary college has to be notified by the provincial teacher education apex body.

• The elementary college needs to be affiliated with a university offering the B.Ed. (Hons.) program.

Universities: • The dean and faculty of the university need to be willing to offer the program. • The university already has the accreditation of B.Ed. (Hons.) elementary

program or has applied to or intends to apply accreditation from the National Accreditation Council of Teacher Education (NACTE).

Based on the above criteria, provincial/regional authorities notified eligible colleges during this reporting period; they also requested that universities share their letters of intent to launch the B.Ed. (Hons.) programs and begin working with the Pakistan Reading Project. We shall solicit final approval to work with these new institutes from USAID during the next quarter. Table 3 provides a summary of new colleges and potential universities:


Table 3: List of new colleges that have been notified and potential universities that have been identified

Province/ Region

New colleges notified New universities identified

AJK College of Education, Bagh No new university Balochistan No new college No new university FATA 1. Government College of Elementary

Teachers (GCET) (Male) Meer Ali 2. GCET (Male) Kotka Habibullah Khan, FR

Bannu

No new university

GB No new college No new university ICT Federal College of Education, H-9, Islamabad Islamic International

University KP Regional Institute of Teacher Education

(RITE) (Female) Swat 1. Haripur University 2. Malakand University 3. Bannu University 4. Kohat University

Punjab 1. GCET Narowal 2. GCET Rawalpindi 3. GCET Chiniot 4. GCET (Female) Nawan Shehr Multan 5. GCET Rangeel Pur Multan 6. GCET (Male) Bahawalpur

1. Lahore College for Women University

2. University of Faisalabad 3. University of Sargodha

Sindh 1. Govt. Elementary College Shah Faisal Colony

2. Govt. Elementary College Sanghar (F) 3. Govt. Elementary College Mirpurkhas (F) 4. Govt. Elementary College Khairpur (F) 5. Govt. Elementary College Dadu (F) 6. Govt. Elementary College Larkana (F) 7. Govt. Elementary College Sukkur (F) 8. Govt. College of Education F.B. Area,

Karachi 9. Govt. College of Education Jamia Milia,

Karachi 10. Govt. College of Education, Sukkur 11. Govt. Colleges of Education, Larkana 12. Govt. Elementary College of Education,

Thatta (F) 13. PITE Nawabshah

1. Shaheed Benazir Bhutto Lyari

2. Federal Urdu University 3. Sindh Madrasatul Islam

University

1.1.1.3: Support to universities in planning and overseeing infrastructure upgrades During this reporting period, the Pakistan Reading Project worked with USAID and officials from the University of AJK to plan for a groundbreaking ceremony (scheduled for April 10, 2014) for construction of a new faculty of education building. We have completed major preparations for the event, including finalizing the venue and list of invitees. We expect that the U.S. Ambassador to Pakistan will participate in the ceremony. 1.1.1.4: Strengthen faculty capacity (42 new TTIs) to deliver the new degree programs through a series of workshops In order to strengthen the capacity of faculty to deliver the new ADE and B.Ed. (Hons.) degree programs, the Pakistan Reading Project has planned a series of workshops for faculty from 42 new TTIs. During this reporting period, we held a two-day orientation workshop on the first semester of the ADE/B.Ed. (Hons.) program in


Sindh. Sixty-five faculty members from 11 institutes attended this workshop. The project will organize similar workshops in the remaining provinces/regions during the next quarter. We shall schedule similar workshops in Punjab once the Government of the Punjab has signed the MoU with USAID. 1.1.1.5: Develop and integrate reading instruction curricula and assessment into degree programs and continuing professional development (CPD) In order to provide support for the development and integration of reading instruction curricula and assessment into the ADE and B. Ed (Hons.) degree programs, the project is working closely with the Higher Education Commission (HEC), teacher education apex institutions and university faculty to identify gaps in the current English and Urdu reading curricula. The project is providing technical support to representatives from these institutions to adapt, modify, or improve the curricula as well as assessment techniques. During this reporting period, the project organized a two-day workshop to develop common frameworks for three reading instruction curricula in Lahore from February 7-8, 2014. We organized this workshop in collaboration with the HEC and included representatives from several universities and the National Curriculum Review Committee (NCRC). Participants explored various options to develop and integrate reading instruction curricula into the ADE and B. Ed (Hons.) programs. The following recommendations emerged from the workshop and have been shared with the senior management of the HEC:

• The integration of three levels of reading instruction courses (reading basics, reading instruction certificate and reading specialization) into the current ADE/B.Ed (Hons.) scheme of study will not be possible. It will be extremely challenging and time consuming.

• Augmenting and further improving existing courses offered in ADE and B.Ed. (Hons.) programs is a more practical and viable option.

• The content of the reading basic course and reading instruction certificate can

be integrated into the following ADE/ B.Ed. (Hons.) courses, which are offered during first two years of the program:

a. Teaching literacy b. Teaching of Urdu c. Teaching of English d. Classroom assessment

• The reading specialization course can be introduced in the fifth, sixth and

seveth semesters of the B. Ed (Hons. Elementary) program so that interested students can opt for reading as one of the content courses for specialization. Students will study the content part of this reading specialization in semesters five through seven and will also opt for the pedagogy of reading in the seventh semester.

• There are two possible options for integration of reading specialization into the degree programs.

a. A separate course for English and Urdu (but in primary grades a teacher has to teach all subjects)

b. Some combined courses for common content and some separate ones for English and Urdu


The project will review these options and develop a strategy and plan for moving forward during the next quarter. 1.1.1.6: Develop teacher certification and licensing programs The Pakistan Reading Project facilitated a meeting of AJK’s taskforce to review the status of initiatives of AJK’s Teacher Certification and Licensing Authority. During this meeting, participants identified various challenges faced by the authority and discussed solutions to overcome these challenges. The project will continue to provide technical assistance to strengthen AJK’s teacher licensing system. The Government of Punjab has already initiated the development of its teacher-licensing program with technical assistance from Cambridge Education. Punjab’s Provincial Steering Committee has set up a technical reference group (TRG) sub-committee. The TRG has held 6 meetings to deliberate upon the proposed TRG model for teacher licensing. Staff from the Pakistan Reading Project participated in the fifth and sixth TRG meetings. These resulted in a draft licensing and certification policy and legislation, which the TRG shared with the Punjab Secretary for School Education during the second steering committee meeting held in February 7, 2014. The Secretary for School Education has constituted a sub group to finalize recommendations of the TRG. A staff member from the Pakistan Reading project has been included as a member of this sub group. 1.1.1.7: Assist TTIs to obtain accreditation of their teacher education programs This activity is planned for the next quarter. 1.1.1.8: Support efforts of TTIs to provide students with opportunities for practicums in primary schools In order to provide practicum opportunities to ADE and B.Ed. (Hons.) students, the project continued its efforts to coordinate with TTIs and relevant provincial/regional authorities to identify schools that will adopt the practicum. As a result, FATA’s Directorate of Education notified nearby schools for three of its teacher education colleges. The project will continue to work with the other provinces/regions to identify and nominate practicum schools. 1.1.1.9: Improve English language programs at 150 teacher-training institutes The project continued to conduct a survey to assess the status of existing technology infrastructure at computer labs in TTIs. We will finalize a report during the next quarter. The project also completed the development of an online data bank this quarter; we are currently uploading links to useful English language training websites.

In collaboration with HEC, the project held a meeting for English language experts to develop common framework for two English language curricula for TTI instructors in Lahore from February 9-10, 2014.


1.1.1.10: Provide 4586 new (and 1,954 on-going scholarships from USAID Teacher Education Project) and mentoring to students seeking higher education In this quarter, the Pakistan Reading Project collected the new enrollment data, ranging from the highest to lowest achievers from each TTI of KP, AJK, GB, ICT and FATA.1 The project then allocated year one scholarships to each TTI based on the total enrollment, with slight adjustments to ensure equitable regional and geographic access to students. Apex institutions endorsed the final list of scholarship recipients for each province/region. To provide information on new scholarships to the ADE and B.Ed. (Hons.) students, the scholarship team conducted a series of orientation meetings on the scholarship component of the project for 517 (185 male and 332 female) scholarship recipients from colleges and universities from KP, AJK, GB, ICT and FATA. Table 4 provides a summary of the scholarship orientation meetings. The project team highlighted the following key changes in the scholarships program based on the lessons learned from the USAID Teacher Education project:

• Instead of provincial quotas, each TTI will receive scholarships for its students on the basis of merit and adjusted to the percentage of provincial/regional enrollment.

• Recipients will receive mentorship and faculty and peer support to help them to successfully complete their degrees.

• Faculty and peer mentors will receive annual capacity building trainings to best address the needs of scholarship recipients.

Table 4: Summary of scholarship recipients in scholarship orientation meetings

During this quarter, the scholarship team worked with faculty and peer advisors from KP, AJK, GB, ICT and FATA to orient them about their roles and responsibilities within the scholarship program. These advisors will provide advice and support to scholarship recipients throughout their period of study. Table 5 provides a summary of orientation meetings held.

1 Admissions for Sindh and Balochistan are in process. The project will receive their data in April and process them in the following quarter. The project is awaiting final signature of the USAID MOU with Punjab.

Province Number of TTIs

Scholarship recipients of ADE

Scholarship recipients of B.Ed. (Hons.)

Total scholarship recipients of B.Ed. (Hons.) and ADE

Male Female Total Male Female Total Male Female Total KP 12 90 168 258 19 22 41 109 190 299 AJK 12 31 55 86 6 32 38 37 87 124 GB 3 7 30 37 0 0 0 7 30 37 ICT 1 7 17 24 4 8 12 11 25 36 FATA 1 21 0 21 0 0 0 21 0 21 Total 29 156 270 426 29 62 91 185 332 517


Table 5: Faculty and peer advisors participation in scholarship orientation meetings

Province Number of TTIs

Number of peer advisors Number of faculty advisors

Male Female Total Male Female Total KP 12 74 124 198 5 7 12 AJK 12 14 32 46 6 5 11 GB 3 0 0 0 2 1 3 ICT 1 0 0 0 1 1 2 FATA 1 0 0 0 1 1 2 Total 29 88 156 244 15 15 30 We anticipate that the disbursement of these scholarships will begin early next quarter. All scholarship award ceremonies will occur in the next quarter. The latest dates shared with USAID appear in table 6. Table 6: Proposed dates for scholarship award ceremonies

Province/Region Proposed dates

AJK April 10, 2014

KP/FATA April 14, 2014 Punjab April 24, 2014 ICT April 29, 2014 GB May 13, 2014 Sindh May 22, 2104 Baluchistan May 27, 2014 The Pakistan Reading Project finalized the budget modification to disburse ongoing scholarships carried over from the USAID Teacher Education Project, and the core partners have been working on the final allocation of the budget. In preparation, the scholarship team collected and verified existing data from the TTIs on the ongoing Teacher Education Project scholarships. 1.1.2.1: Support to in-service continuous professional development (CPD) 1.1.2.1: Programs and delivery mechanisms for specialized support for increasing skills and tools relevant to classroom reading assessment The Pakistan Reading Project has requested that USAID change the year one in-service targets from 15,000 teachers (as originally planned), to a pilot cohort consisting of approximately 5,000 teachers. The opportunity to conduct a pilot at this scale will allow the project to monitor and evaluate several aspects of the teacher inquiry group (TIG) model in terms of the goal of improving the reading outcomes of primary school students. In addition, the variety of contexts covered in the pilot will also help the project to understand how to adapt the model to meet the needs of teachers in different geographical and cultural contexts.


The project has completed mapping of primary schools for TIG formation on the basis of available EMIS data for year one. Project staff held meetings to brief the provincial and district education officials about the purpose and process of TIG clustering. Guided by international best practices and research in reading instruction, we have outlined the TIG curriculum and 10 modules for year one. . These modules focus on essential components of reading including print concepts, phonemic awareness and phonics, vocabulary, comprehension, fluency, and writing to learn. Formation and approval of TIGs is in process. It is complete in AJK, GB, ICT, KP and Balochistan, and will soon be complete in FATA. In Punjab, we have completed clustering on the basis of EMIS data and expect approval by the respective education officials after signing of MoU between USAID and the provincial government. 1.1.2.2: Review existing teaching materials and develop additional teaching manuals to guide teachers in the classroom The material development committees (MDCs) comprised of provincial/regional government officials received notification for ICT, AJK, and FATA. However, based upon USAID’s advice, we shall have to reconstitute and re-notify these MDCs to ensure involvement of private sector representatives. We lunched this process this quarter and will be finalized in next quarter.

The Pakistan Reading Project’s provincial/regional offices (except Sindh) have collected available instructional and reading material from the public and private sector. Staff reviewed this material during this reporting period and will issue final reports next quarter. 1.1.2.5: Support for English language training for in-service teachers English language specialist training is planned for the next quarter. 1.1.2.5: Develop teacher self-study materials The Pakistan Reading Project is carrying out a study to assess the acceptance of communities on the use of ICT in education. We completed data collection this quarter in AJK, Baluchistan, FATA, ICT and KP. We were unable to complete the process this in Punjab because the MOU between USAID and the provincial government remains unsigned. We shall issue a final report will be available next quarter. 1.2: Increased availability and use of supplemental reading and instructional materials 1.2.1: Review existing instructional and reading materials available in Pakistan and support adoption if possible for mass distribution The project prepared draft criteria/checklist to review, adopt and develop the existing reading and instructional material during this reporting period. MDCs in KP and AJK have reviewed and endorsed the checklist/criteria.


1.2.2: Train material developers for new reading and instructional material, and develop a mechanism to institutionalize reading and instructional material development processes at the provincial level in consultation with respective provincial governments and other stakeholders The Pakistan Reading Project had planned to organize the national MDC meeting in February 2014 in Islamabad. Since the MDCs were not officially in place in GB, Balochistan, FATA, Punjab and Sindh by then, we decided to postpone this meeting. However, the project organized regional MDC meetings in March 2014 to orient MDC members about the Pakistan Reading Project and their role as MDC members in ICT, AJK and KP Following USAID’s advise, we have requested that all provinces/regions reconstitute the MDCs to include three members from private sector. 1.2.2: Support materials that promote a culture of tolerance and inclusion, boost the concept of safe (girl-friendly) schools, provide disaster preparedness guidance, and reinforce other messages deemed by Pakistani counterparts to have social value The project collected available material that promotes a culture of tolerance and inclusion, boosts the concept of safe (girl-friendly) schools and provides disaster preparedness guidance.


Component 2: Improved management in public education systems and low-cost private schools The overall objective of component 2 is to promote adaptation and implementation of policies that promote quality teaching, especially in regard to teaching and assessment of reading, and to promote the sustainability of the Pakistan Reading Project through policy changes. One major result of the work of the Pakistan Reading Project will be that policy-makers and program planners will base their decisions regarding teacher-training programs on information gathered and analyzed through improved information systems developed through technical assistance provided by the project. It is also anticipated that participating provinces/regions will have developed and implemented reading improvement strategies that will eventually lead to better reading outcomes. As a result of the Pakistan Reading Project’s assistance, the provincial/regional governments will have approved frameworks and policies conducive for improving reading and reading assessment. The following sections present details about component 2 activities undertaken during this reporting quarter. 2.1: Improved information and information systems for planning and decision-making relevant to reading programs 2.1.1: Support to provincial governments to design and conduct standardized reading assessments and use findings to inform decision-making. During this reporting period, the Pakistan Reading Project, in collaboration with USAID and Management Systems International (MSI), organized three early grade reading assessment (EGRA) baseline meetings in Lahore and Karachi. The goal of these meetings was to share EGRA baseline results with provincial/regional education officials. In Lahore, Punjab’s Additional Secretary for Education chaired the meeting and agreed to fully support the project’s assessment initiatives. Staff from the Pakistan Reading Project also held discussions with officials from the Punjab Education Assessment System (PEAS) and Directorate of Staff Development (DSD) on reading assessment mechanisms. PEAS is now part of the Punjab Education Commission (PEC). During these discussions, participants learned that at present there is no specific strategy at the PEC to assess the reading skills of children at different grade levels. Similarly, in two separate meetings held in Karachi, MSI shared EGRA baseline findings with education officials from Sindh and Balochistan. The education secretaries from both provinces participated in these meetings and showed keen interest in the project’s assessment related activities and agreed to provide their complete support for implementation of these activities in their provinces. In Khyber Pakhtunkhwa, the agenda of the provincial advisory committee meeting included a discussion of assessment. During the meeting, committee members requested that a separate workshop be organized for important stakeholders and government officials so that they gain a clear understanding of EGRA. The project intends to organize this meeting next quarter.


The project also held an introductory meeting on assessment and reading improvement strategy (RIS) with education officials from FATA. 2.1.2. Support to provincial governments in the review and strengthening of the Provincial Education Assessment System (PEAS) The project completed initial groundwork on student assessment tools based on EGRA during his reporting period. Based on this initial work, we shall develop and finalize EGRA tools for grade two and four in English and Urdu languages in the next quarter through a series of workshops. We also identified two language/assessment experts from each province/region this quarter in consultation with provincial/regional education departments. The project will provide assistance to build the capacity of government officials in developing student assessment and teacher classroom observation tools during the next quarter. The project organized two meetings with officials from the Gilgit-Baltistan Education Assessment Centre (GBEAC). The purpose of these meetings was to discuss activities of GBEAC and gather assessment tools that are currently being used. The project also began to conduct an analysis of GBEAC assessment tools in order to explore their relevance to early grade reading assessment. Similarly, ICT’s advisory committee constituted a sub-committee this quarter that will be responsible for development of assessment processes (e.g. developing standardized reading tools and conducting reading assessments within ICT). The sub-committee will also provide technical assistance for establishing the Islamabad Education Assessment System (IEAS) by initiating a PC-1. This PC-1 will cover all areas related to infrastructure, human, material and financial resources. 2.1.3: Support to provincial governments and major private sector education partners (PSEPs) to develop and institutionalize the human resource information system (HRIS) Provincial/regional authorities formally constituted HRIS taskforces for Balochistan, FATA, and ICT this reporting period (see annex 1-3 for official notifications). The Pakistan Reading Project initiated a situation analysis and needs assessment of existing human resource systems within the provincial/regional education departments. The project developed a concept note in consultation with provincial/regional education officials and collected relevant data from Balochistan, AJK, FATA, and GB. In GB, the project organized an orientation workshop on HRIS for officials from the Directorate of Education (DoE). This workshop resulted in DoE’s endorsement of a conceptual framework and a detailed plan for HRIS implementation. The terms of reference (ToRs) and composition of HRIS taskforce were drafted by the Director of Education (Planning) drafted and submitted the composition of an HRIS task force to GB’s Education Secretary for final approval. We anticipate approval early next quarter. Furthermore, project staff held meetings with education officials from Gilgit and Hunza-Nager to collect data for situation analysis and needs assessment of existing HR systems. The project held the first meetings of HRIS taskforces for FATA, AJK and ICT during this quarter. The purpose of these meetings was to review and approve quarterly plans of activities and solicit approvals to conduct a situation analysis of existing HR systems and needs assessment for establishing a HRIS.


2.2: Improved planning, implementation, and monitoring of reading programs 2.2.2. Training, technical assistance, and other support to implement strategies and plans, including through innovation and pilots, and facilitating public private partnerships (PPP) The project collected relevant information and documents as part of a study to review existing legal frameworks and potential areas of cooperation for PPP in the provinces/regions. This study will continue into the next quarter. The Pakistan Reading Project will conduct a series of training workshops through a training institute/consultant on PPP. The workshops will focus on building the capacity of our local partners and relevant stakeholders in alliance-building mechanisms, shared-value approaches, good governance, transparency, and monitoring and evaluation. During this quarter, project staff developed and finalized draft ToRs for these training workshops. Project staff held introductory meetings in Islamabad with the Pakistan Centre for Philanthropy (PCP), Corporate Social Responsibility (CSR) Association of Pakistan, and Cyber Vision to explore areas of collaboration. The PCP has shown keen interest in building PPPs with the corporate sector and philanthropists. They have formally applied for the small grants program of the Pakistan Reading Project, (advertised in March 2014). The CSR Association of Pakistan is interested in assisting the project with PPP advisory and outreach services with the private sector. Cyber Vision, a business process automation and IT consultancy firm, is interested in developing synchronization portals and installing Google Apps for the TTIs on a cost share model. The Pakistan Reading Project will continue to explore these options futher. Officials from USAID, along with project staff, held meetings with the Lions Club and Aman Foundation in Karachi to explore areas of collaboration. They also held similar meetings with officials from the Lions Club in Lahore. The Lions Club showed keen interest in sponsoring classroom libraries in primary schools. Participants decided to hold further discussion during the club’s national meeting in the next quarter. We are currently working with USAID to draft a MoU for review at that meeting. The project also held meetings with the education committee of the Federation of Pakistan Chamber of Commerce and Industry (FPCCI), the Institute of Business Administration (IBA), the Engro Foundation, the Sindh Education Foundation (SEF), the Reform Support Unit (RSU) and Sindh’s Education Department to explore opportunities of creating PPPs in Sindh. FPCCI is willing to work with the project through its education committee by providing leads about potential corporate partners and advancing the project’s PPP initiatives to the government and private sector. We plan a second meeting with FPCCI for the next quarter. 2.3: Improved education policies 2.3.1: Review policies at the provincial level and introduce new policies to ensure sustainable learning and CPD of teachers With technical assistance provided by the project’s national policy consultant, the provincial/regional DoE’s prepared a draft policy matrix and paper based on a scan of education policy framework for basic education. The project will present these documents for discussion in the provincial/regional policy workshops that will take place in the next quarter. The newly constituted and appointed (this quarter—see


Annex 4) policy taskforce for Sindh will review existing education policies and make recommendations for new initiatives. The project’s strategy is to work with national and provincial steering committees to seek approval and support from the provincial/regional governments for implementation of policy reforms. By the end of this reporting quarter, the project finalized the composition, ToRs, and notification of all provincial/regional steering and technical advisory committees with the exception of Punjab and FATA. The approval of FATA’s revised membership is in process. The provincial/regional status of steering and advisory committees is as follows: Punjab: The draft composition and ToRs of the following committees were prepared this quarter:

o Provincial Steering Committee (PSC), o Provincial Advisory Committee (PAC) o Provincial Reading Working Group (PRWG), o District Reading Working Group (DRWG) o Provincial Material Development Committee (PMDC).

We shared these draft ToRs and compositions with senior education officials including the Minister for Education, who suggested that we include political representatives in these committees and involve district governments while implementing activities at the district level. The formal notification of these committees is incomplete because the signing of the MOU between USAID and Punjab is still pending. Sindh: In a meeting of the Program Steering Committee (PSC) of the Sindh Basic Education Program (SBEP) held in January 2014, the committee decided to include the Pakistan Reading Project as a member of the program steering committee. In the same meeting it decided to establish a standing committee on 'Reading and Teacher Training Programs in Sindh', which was later officially notified (see annex 5 for notification). Balochistan: The provincial steering committee (PSC) and provincial advisory committee (PAC) for Balochistan were constituted and notified with the revised ToRs during this quarter (see annex 6). The first meeting of the steering committee took place in March 2014 to introduce the project and discuss issues related to its implementation. KP: The provincial steering and advisory committees were constituted and notified in January 2014 (see annex 7 and 8). FATA: The notification for FATA’s advisory committee was issued this quarter, in which membership of a USAID representative has been included as a co-opted member (see annex 9). We anticipate that the steering committee will be notified next quarter AJK: The steering committee was constituted and notified in January 2014 (see annex 10). The Government of AJK has decided not to constitute an advisory committee and will instead constitute technical working groups and specialized taskforces who will submit reports/findings to the steering committee for review and approval. ICT: A steering committee comprising of eight senior officials from government departments, USAID and the Pakistan Reading Project was notified this quarter (see


annex 11). ICT’s advisory committee for the project was also officially notified this quarter (see annex 12). 2.3.2: Continuation of policy work initiatives under the USAID Teacher Education Project to raise teacher standards and compensation. The USAID Teacher Education Project supported provincial/regional departments of education to raise teacher standards and compensation, giving special preference to ADE and B.Ed. (Hons.) graduates in higher salary grades. This intervention required revision of the existing recruitment rules and compensations, and is a significant initiative designed to sustain the teacher education reforms effort at the provincial/regional level. During this reporting period, the project continued to support the implementation of these policy initiatives through advocacy and technical support. In Punjab, the revised rules for ADE graduates have been linked with Elementary School Educators (ESE) and have been allocated basic pay scale (BPS) nine. The project is currently making efforts to include B.Ed. (Hons.) graduates under BPS 14. In Sindh, recruitment rules are currently under review by the Public Service Commission (PSC). In Balochistan, the rules for ADE/B. Ed. (Hons.) graduates have already been approved and graduates are now placed in BPS 15. The rules were submitted to the Law Department for review and vetting. The project continued to follow up with the relevant government officials for final notification of revised teacher recruitment rules for Balochistan. In KP, the revised recruitment rules for ADE were notified, but those for B.Ed. (Hons) are yet to be approved. The advisory committee in its first meeting held during this quarter, has recommended to the steering committee to nominate a focal/resource person to review the status of recruitment rules for ADE graduates and follow up on recruitment rules for the B.Ed. (Hons) graduates.


Component 3: National culture of reading re-established Component three will support civil society to contribute towards re-establishing a national culture of reading that once existed in Pakistan. We shall work to achieve this goal through a small grants program (SGP), which will include complementary reading program (CRP) grants, research and learning (R&L) grants and community managed (CM) grants. Furthermore, the Pakistan Reading Project will launch several broad-based cross-platform campaigns and television episodes with complementary print material. By the end of the project, we anticipate that communities throughout Pakistan will have an increased interest in reading and access to reading materials, which will help recreate a national culture of reading. The following sections present key activities for component 3 for this reporting quarter: 3.1: Pakistani organizations undertaking activities that promote innovation, adoption of best practices, sustainability of reforms, and education research and advocacy 3.1.1: Complementary reading program (CRP) grants Staff from the Pakistan Reading Project held a series of consultative meetings with education officials from the provincial/regional governments (except Punjab) to orient them about the project’s small grants program (SGP). Subsequent to these meetings, the grants review committee (GRC) members were notified for FATA, Balochistan, Sindh, ICT and AJK. The GRC members for the remaining provinces/regions will be notified in the next quarter. We also provided potential grantee organizations with orientations on the project’s SGP across Pakistan. A total of 199 potential organizations participated in these orientation sessions. At present, the project is using an interim database to log applications received against the request for applications (RFA). However, beginning next quarter, the project will begin using a permanent database. We advertized the initial RFA for the CRP and CM grants program in February 2014 for selected regions where MoUs had been signed with provincial/regional governments. However, in order to create more awareness about the SGP and reach out to a larger audience, we re-advertized the RFA in March 2014 in two leading national (English and Urdu) newspapers. The deadline for submission of applications against the re-advertised RFA was March 31, 2014.

Based on the high number of queries received from all provinces/regions in response to the RFA, the project developed detailed FAQs for both internal and external audiences and uploaded them to the project’s website. As a result of the RFA, we received a total of 562 CRP applications (including 64 applications that we received after the deadline). We shall further screen all applications to identify ineligible applicants before presenting them to the GRC. Table 7 provides a summary of CRP applications received.


Table 7: Summary of CRP applications received

Region FATA KP AJK GB Punjab Sindh Balochistan ICT Total Number of applications logged

46 140 39 23 70 92 104 48 562

The project will schedule a technical review committee meeting to evaluate proposals during the next quarter. 3.2: Increase opportunities for reading and learning to read 3.2.1: Community-Managed Reading (CMR) Grants We organized Community meetings in all eight provinces/regions to inform community organizations about the SGP and conduct applicant profiling of potential CMR applicants. Approximately 532 community based organizations, parent teacher associations, school management committees, student groups and low-cost private education institutes participated in these meetings. In addition, we held an orientation workshop on CMR grants for FATA’s Directorate of Education. Table 8 provides a summary of applicant profiling versus actual targets achieved. Table 8: Summary of applicant profiling vs. actual targets achieved

Target vs.

Actual

KP FATA GB AJK Punjab

Sindh Balochistan ICT Total

Quarter Target

20 24 10 12 20 10 20 15 131

Actual 21 48 11 18 36 39 21 24 218

We issued the first announcement for CMR grants in February 2014. The call was parallel to CRP grants, and we advertised in selected provinces/regions, which had signed the MoUs with USAID. To reach a larger audience, we issued the RFA again in March 2014. We received and logged a total number of 210 CMR applications as a result of the RFA. Table 9 provides a summary of applications logged for the CMR grants. Table 9: Summary of applications logged for the CMR grants

Regions FATA KP AJK GB Punjab

Sindh Baluchistan

ICT Total

No of Applications Logged

61 2 11 19 57 29 9 22 210

During this quarter, an initial assessment and capacity building of potential community organizations was conducted in Islamabad and AJK, where a total of 50 community organizations were assessed.

FATA, KP, Punjab, GB and Sindh conducted informal orientation sessions with community organizations to build their capacity on proper filling of the CMR application forms and documentary requirements.


3.2.2: Complementary, broad-based cross-platform campaign and television and interactive Audio Instruction episodes with complementary print materials for distance and/or self-directed learning. TV Shows: The project’s partner, the Education and Diversity Foundation and Big Bad Boo, drafted ten Urdu songs (6 new and 4 revised versions) this quarter. Once completed and approved by USAID and the Government of Pakistan, we shall use these songs will in animated TV shows to be aired in the second year of the project. Library Books and Mobile Libraries: from a total of 700 books compiled by the Alif Laila Book Bus Society (ALBBS), the Punjab Text Book Board and National Book Foundation approved 529 books. ALBBS is in the process of getting the remaining books approved. We initiated the procurement process for mobile book bus libraries this quarter, but we received no quotations against the tender notice. This was primarily because Hyundai Pakistan wrapped up their operations in Pakistan in 2013 and stopped manufacturing of Hyundai Shahzore vans. The Shahzore vans that are currently available in the local market are being sold for a higher price (including hidden charges) than its actual price, which is an unallowable cost. Therefore, we have submitted a request to USAID to change the vehicle make from the initially proposed Hyundai Shahzore to some other make with the same specifications.

Radio Shows: A content advisory group (CAG) meeting took place in Islamabad this quarter in which relevant stakeholders, including a USAID representative, participated. Participants provided their feedback on different technical aspects of the sample programs. Four draft programs produced during the previous quarter were re-produced based on feedback provided during the first CAG meeting held last quarter. Another draft radio program in Urdu was developed and shared with USAID for approval in the second CAG meeting. Once approved, these radio shows will be broadcast in Urdu and Pashto.

We submitted a detailed broadcasting plan, concept for radio shows, radio strategy, content and program outline, proposed broadcasting plan, sample radio program, branding and disclaimer-recording and Roman & Urdu language script for program branding and disclaimer to USAID for approval.


Monitoring and evaluation Performance Monitoring Plan (PMP) Revision Based on feedback received from USAID on the draft PMP matrix submitted in November 2013, the Pakistan Reading Project revised its PMP matrix and is now using the revised template. We have added sub-indicators to the main indicators and, where appropriate, have split targets on the basis of year/province/region/gender. We shall submit a revised PMP (matrix & narrative) to USAID for approval early next quarter. Table 10 provides the project’s performance against proposed indicators.

Baseline Evaluations During this reporting period, we initiated a TTI enrollment survey and collected enrollment data from 113 TTIs across Pakistan. We reported he survey data (as required) on PakInfo for the respective USAID MSF indicators. We scanned the PMP matrix and revised work plan (submitted to USAID in January 2014) for surveys/studies and finalized the following key surveys/studies and budget estimates (block allocation) for each of them.

• Number of learners receiving reading interventions at the primary level • Change in number of learners enrolled in primary USG-assisted schools • Percentage decrease in drop-out rate in USG-assisted schools • Change in percent of parents who express confidence in the schools system

in USG focused districts The project also developed and finalized survey tools for the following work plan surveys during this reporting quarter:

• TTIs Lab Survey • TTIs faculty members and students Need Assessment for English Language

Program • Tools for community libraries developed and staff oriented on data collection

tools • Situation analysis and needs assessment tools for HRIS developed and

finalized in consultation with program and M&E team The TIG pilot study remained a key area of focus for the project. We held detailed internal discussions on the design of the pilot phase study, and finalized it this quarter.

Development of a project database After careful review of possible options for the development of the Pakistan Reading Project’s monitoring and evaluation information system (M&E-IS), the project decided to adapt DHIS-2. We initiated the procurement process this quarter.


Establishment of a monitoring system

The Pakistan Reading Project worked towards establishing a monitoring system. We developed and standardized various data collection tools that cover training of government officials, workshops, meetings, and student enrollment in TTIs.


Table 10: Performance against proposed indicators

Proposed indicators End of project targets

Progress till Dec. 2013

Progress for current quarter (Jan - March, 2014) Progress to date

Goal: Improve the quality of reading in public and private schools such that a minimum of 2.5 million additional primary school students are reading at a level commensurate with standards at their grade level

1. Number of primary school students with improved reading skills

2.5 million AJK 159,575 Balochistan 372,340 FATA 132,979 GB 79,787 ICT 53,192 KP 904,255 Punjab 797,872

2. Proportion of students who, by the end of the primary cycle, are able to read and demonstrate understanding as defined by country curriculum standards or national experts

63%

3. Proportion of students who, by the end of 2 grades of primary school demonstrate that they can read and understand the meaning of grade level texts

63%





4. Number of learners receiving reading interventions at the primary level

4 million AJK 255,310 Balochistan 595,750 FATA 212,765 GB 127,660 ICT 85,105

KP 1,446,815 Punjab 1,276,595

5. Change in number of learners enrolled in primary USG-assisted schools

5% increase from baseline The baseline survey design

was finalized this quarter. The data collection process will be initiated early next quarter, followed by detailed orientations for provincial/regional staff.

The baseline survey design is finalized and data collection process will be initiated in the next quarter followed by detailed orientation of provincial/regional staff.

6. Percentage decrease in drop- out rate in USG-assisted schools

5% point decrease from baseline

7. Change in percent of parents who express confidence in the schools system in USG focused districts

5% points The survey tool for baseline study is designed and data will be collected in the next quarter

The survey tool for baseline study is designed and data will be collected in the next quarter





8. Percent change in primary, middle, and secondary school completion rates in USG-assisted schools

15%



Component 1: Improved classroom learning with an explicit focus on reading 1.1B. Proportion of primary school teachers who demonstrate application of reading instruction methods in classroom teaching.

40%

1.1C. Proportion of student-teachers who demonstrate increased knowledge of reading instruction methods promoted through Pakistan Reading Project training through ADE and B.Ed. (Hons) programs

70%





1.1D. Number of host-country individuals who completed USG-funded exchange programs involved in higher education institutions

2,068 68 TTIs faculty members/ administrators: AJK 2 Balochistan 2 FATA 4 GB 0 ICT 4 KP 10 Punjab 30 Sindh 16 2000 Teachers: AJK 110 Balochistan 290 FATA 130 GB 60 ICT 50 KP 680 Punjab 680

Sub-component 1.1: Teacher skills improved through high quality education, training, and continuous professional development (CPD)





1.1.1 Number of universities/teacher training institutes (TTIs) strengthened to implement strategic plans

150 AJK 12 Balochistan 18 FATA 4 GB 4 ICT 2 KP 27 Punjab 43 Sindh 40

The regional PRP staff participated in a national workshop to develop agenda, objectives and action plan for participatory assessment for TTIs to develop strategic plans. The participants also reviewed the tools to develop strategic plans for upcoming regional workshops. Orientation meeting held with DCTE by KP and FATA staff

18 TTIs (3 F and 15 Mix) strengthened to implement strategic plans in Sindh. Four orientation meetings were held with TTIs on participatory assessment to develop strategic plans. 117 participated (79 M & 38 F) in these orientation meetings from 44 TTIs in AJK, Balochistan and Sindh Detail: AJK: 24 (12 M & 12 F) from 10 TTIs Balochistan: 36 (24 M & 12 F) from 16 TTIs Sindh: 57 (43 M & 14 F) from 18 TTIs

18 TTIs (3 F and 15 Mix) strengthened to implement strategic plans in Sindh. Four orientation meetings were held with TTIs on participatory assessment to develop strategic plans. 117 participated (79 M & 38 F) in these orientation meetings from 44 TTIs in AJK, Balochistan and Sindh Detail: AJK: 24 (12 M & 12 F) from 10 TTIs Balochistan: 36 (24 M & 12 F) from 16 TTIs Sindh: 57 (43 M & 14 F) from 18 TTIs Orientation meeting held with DCTE by KP and FATA staff

1.1.2. Number of universities/teacher training institutes (TTIs) offering new degree and graduate programs

48 AJK 1 Balochistan 1

Two new TTIs identified to initiate new degree and graduate program

33 new TTIs identified in consultation with education officials for new degree programs [22 colleges (7M, 9F

35 new TTIs identified in consultation with education officials for new degree programs [23 colleges (8M, 9F





FATA 2 GB 0 ICT 2 KP 5 Punjab 18 Sindh 19

(one college in AJK and one university in ICT).

& 6 Mix) and 10 universities] and PITE Nawabshah. Detail: FATA: 2 TTIs (all male) ICT: 1 (Mix) KP: 5 TTI [1 college (female) and 4 universities] Punjab: 9 TTIs [6 colleges (5M & 1F) and 3 universities] Sindh: 15 TTIs [12 colleges (7F and 5 Mix), 3 universities] and PITE Nawabshah

& 6 Mix) and 11 universities] and PITE Nawabshah. Detail: AJK: 1 TTI (male) FATA: 2 TTIs (male) ICT: 2 TTIs [1 college (Mix) and 1 university] KP: 5 TTIs [1 college (female) and 4 universities] Punjab: 9 TTIs [6 colleges (5M & 1F) and 3 universities] Sindh: 15 TTIs [12 colleges (7F and 5 Mix), 3 universities] and PITE Nawabshah

1.1.3. Number of TTIs offering the new degree programs (ADE and B.Ed. Hons) that incorporate project reading instruction curricula.


One national level orientation workshop held and HEC invited the educationists from all regions to discuss reading instruction curricula to be incorporated in new degree programs (ADE and B. Ed Hons). Total 28 education officials participated (14M & 14 F) from all regions of Pakistan.

One national level orientation workshop held and HEC invited the educationists from all regions to discuss reading instruction curricula to be incorporated in new degree programs (ADE and B. Ed Hons). Total 28 education officials participated (14M & 14 F) from all regions of Pakistan.





1.1.4. Number of teachers enrolled in new degree program

13,500 AJK 1,080 Balochistan 1,620 FATA 360 GB 360 ICT 180 KP 2,430 Punjab 3,870 Sindh 3,600

10,271 students (3,312 M & 6,959 F) enrolled and studying in degree programs (cumulative numbers). Detail: AJK: 673 (202 M & 471 F) Balochistan: 1,723 (785 M & 938 F) FATA: 131 (86 M & 45 F) GB: 376 (82 M & 294 F) ICT: 42 (15 M & 27 F) KP: 1,476 (544 M & 932 F) Punjab: 3,671 (654 M & 3,017 F) Sindh: 2,179 (944 M & 1,235 F)

10,271 students (3,312 M & 6,959 F) enrolled and studying in degree programs (cumulative numbers). Detail: AJK: 673 (202 M & 471 F) Balochistan: 1,723 (785 M & 938 F) FATA: 131 (86 M & 45 F) GB: 376 (82 M & 294 F) ICT: 42 (15 M & 27 F) KP: 1,476 (544 M & 932 F) Punjab: 3,671 (654 M & 3,017 F) Sindh: 2,179 (944 M & 1,235 F)

1.1.5. Number of improved or newly-constructed facilities for students, staff, and research in host country higher education institutions

10

Introductory meeting held with VC of AJK University and USAID contractors to liaison for ground breaking event for construction of a new faculty of education building.

Introductory meeting held with VC of AJK University and USAID contractors to liaison for ground breaking event for construction of a new faculty of education building.





1.1.6 Number of provinces with teacher certification and licensing systems established

8

An introductory meeting with Task Force of AJK, Teacher Certification Licensing Authority (TCLA) held. 11government officials participated (10 M & 1 F) in the meeting. PC-1 prepared and funds of Rs. 0.8 million allocated in Annual Develop Plan (ADP) 2013-14.

An introductory meeting with Task Force of AJK, Teacher Certification Licensing Authority (TCLA) held. 11government officials participated (10 M & 1 F) in the meeting. PC-1 prepared and funds of Rs. 0.8 million allocated in Annual Develop Plan (ADP) 2013-14.

1.1.7 Number of Teachers Training Institutes (TTIs) that obtained accreditation of their teacher education programs


1.1.8. Number of Teacher Training Institutes that adopted improved English programs

150 AJK 12 Balochistan 18 FATA 4 GB 4

Training Needs Assessment (TNA) on English teaching needs assessment from TTI’s faculty members and students initiated and conducted data from 122 TTIs (114 colleges

Training Needs Assessment (TNA) on English teaching needs assessment from TTI’s faculty members and students initiated and conducted data from 122 TTIs (114 colleges





ICT 2 KP 27 Punjab 43 Sindh 40

and 8 universities). Detail: Balochistan: 19 TTIs (16 colleges and 3 universities GB: 4 TTIs (3 colleges and one university) ICT: 1 TTI KP: 24 TTIs (20 colleges and 4 universities Punjab: 39 TTIs Sindh: 35 TTIs

and 8 universities). Detail: Balochistan: 19 TTIs (16 colleges and 3 universities GB: 4 TTIs (3 colleges and one university) ICT: 1 TTI KP: 24 TTIs (20 colleges and 4 universities Punjab: 39 TTIs Sindh: 35 TTIs

1.1.9. Number of host country individuals receiving US-funded scholarships to access ADE & B.Ed. (Hons.) Programs in Pakistan

6,540 (60% Female) AJK 575 Balochistan 1,060 FATA 334 GB 388 ICT 109 KP 2,259 Punjab 738 Sindh 1,077

517 students (185 M & 332 F) identified and selected on merit for ADE and B. Ed (Hons) scholarships. ADE scholarship detail: 426 students (156 M & 270 F) identified and selected for ADE program AJK: 86 (31 M & 55 F) FATA: 21 (all male) GB: 37 (7 M & 30 F) ICT: 24 (07 M & 17 F)

517 students (185 M & 332 F) identified and selected on merit for ADE and B. Ed (Hons) scholarships. ADE scholarship detail: 426 students (156 M & 270 F) identified and selected for ADE program AJK: 86 (31 M & 55 F) FATA: 21 (all male) GB: 37 (7 M & 30 F) ICT: 24 (07 M & 17 F)





KP: 258 (90 M & 168 F) B. Ed scholarship detail: 91 students (29 M & 62 F) identified and selected for B. Ed scholarships. AJK: 38 (6 M & 32 F) ICT: 12 (4 M & 8 F) KP: 41 (19 M & 22 F)

KP: 258 (90 M & 168 F) B. Ed scholarship detail: 91 students (29 M & 62 F) identified and selected for B. Ed scholarships. AJK: 38 (6 M & 32 F) ICT: 12 (4 M & 8 F) KP: 41 (19 M & 22 F)

1.1.10. Percentage of graduates from USG-supported tertiary education programs reporting themselves as employed

13%

1.1.11. Number of Material Development Committees (MDCs) formed and functional.

8

Material Development Committee (MDC) formed and notified by the education department in ICT

Four MDCs formed and notified by provincial/regional education departments in Balochistan, FATA, AJK and KP. These MDCs are in a revision process as per USAID advice to include more

Five MDCs formed and notified by provincial/regional departments in AJK, ICT, Balochistan, FATA and KP. These MDCs are in a revision process as per USAID advice to include more members from





members from private sector. private sector.

1.1.12. Number of English and Urdu Language Specialists trained

276 AJK 16 Balochistan 42 FATA 14 GB 8 ICT 4 KP 102 Punjab 90

18 English Language Specialists identified and nominated by education department Detail: FATA: 12 ICT: 6

18 English Language Specialists identified and nominated by education department Detail: FATA: 12 ICT: 6

1A. Number of teachers/ educators/teaching assistants who successfully completed training or received intensive coaching or mentoring with USG support

114,888 AJK 7,332 Balochistan 17,110 FATA 6,112 GB 3,668 ICT 2,444 KP 41,556 Punjab 36,666

All provinces except Punjab prepared list of schools for pilot TIGs clusters in consultation with government officials. These lists are under further field verification process.

All provinces except Punjab prepared list of schools for pilot TIGs clusters in consultation with government officials. These lists are under further field verification process.





Sub-component 1.2: Increased availability and use of supplemental reading and instructional materials

1.2.1. Number of teaching and learning materials provided with USG assistance

912 10 modules for pilot TIGs developed and are under review process.

10 modules for pilot TIGs developed and are under review process.

1.2.2. Number of Material Development Committees (MDC) with strengthened capacity on Urdu reading or English language material design.

8

1.2.3. Number of primary school libraries established/ strengthened with materials and/or books

6,000 AJK 350 Balochistan 870 FATA 400 GB 175 ICT 95 KP 2,050 Punjab 2,060

Component 2: Improved management in public education systems and low-cost private schools





2A. Number of administrators and officials successfully trained with USG support

1,218 AJK 172 Balochistan 176 FATA 100 GB 151 ICT 96 KP 200 Punjab 237 Sindh 86

Sub-component -2.1: Improved information and information systems for planning and decision making relevant to reading program 2.1.1 Number of provinces that adopt standardized reading assessment tools with results of assessments accessible to decision makers

6 (AJK, Balochistan, GB, KP, Punjab and ICT)

During this reporting period, review of teacher inquiry group (TIG) 10 modules/materials has been initiated in ICT.

During this reporting period, review of teacher inquiry group (TIG) 10 modules/materials has been initiated in ICT

2.1.2. Percentage of districts adopting the improved education assessment systems (e.g. EGRA)

80% of target districts

The objectives, target outcomes and theme for the workshop were developed and finalized in ICT.

A technical sub-committee was constituted with 07 members in ICT.

The objectives, target outcomes and theme for the workshop were developed and finalized in ICT. A technical sub-committee was constituted with 07 members in ICT.





2.1.3. Number of provinces with Human Resource Information System (HRIS) established

7 (except Sindh)

Conceptual framework on HRIS developed in FATA and initiated in ICT. Preliminary data collection on HRIS initiated in Punjab through informal meetings.

Conceptual framework completed and task force notified and gap analysis and need assessment is initiated in Balochistan. HRIS task force established in ICT. Draft conceptual framework developed and shared with HRIS taskforce in ICT and feedback is still awaited. Concept note and tools for situational analysis prepared. Taskforce on HRIS established and notified in FATA and a meeting of HRIS taskforce held. Situational analysis of existing HR system and need assessment workshop conducted in FATA. HRIS conceptual framework (draft) has been prepared in Punjab. HRIS task force established

Conceptual framework completed and task force notified and gap analysis and need assessment is initiated in Balochistan. HRIS task force established in ICT. Draft conceptual framework developed and shared with HRIS taskforce in ICT and feedback is still awaited. Concept note and tools for situational analysis prepared. Conceptual framework on HRIS developed. Taskforce on HRIS established and notified in FATA and a meeting of HRIS taskforce held. Situational analysis of existing HR system and need assessment workshop conducted in FATA. HRIS conceptual framework (draft) has been prepared in Punjab.





and situational analysis and need assessment of existing HRIS also initiated in AJK. HRIS situational analysis and need assessment initiated and establishment of HRIS task force is in progress in GB.

HRIS task force established and situational analysis and need assessment of existing HRIS also initiated in AJK. HRIS situational analysis and need assessment initiated and establishment of HRIS task force is in progress in GB.

2.1.4 Number of provinces with HRIS data available for use

6 (AJK, KP, Punjab, ICT, Balochistan and GB)

Sub-component 2.2: Improved planning, implementation, and monitoring of reading programs

2.2.1 Number of provinces with Reading Improvement Strategies (RIS) developed and approved.

7 (except Sindh province)

An introductory meeting on assessment and reading improvement strategy (RIS) was held with education officials from FATA

An introductory meeting on assessment and reading improvement strategy (RIS) was held with education officials from FATA

2.2.2. Proportion of provinces implementing and monitoring RIS.

7 (except Sindh province)





2.2.3. Number of Apex institutions dealing with the Continuous Professional Development of Teachers that are strengthened.

14 AJK 2 Balochistan 3 FATA 1 GB 2 ICT 1 KP 3 Punjab 2

Sub-component 2.3: Improved education policies

2.3.1. Number of new policies to which USG-supported organizations have contributed

32 (4 per province)

2.3.2. Number of Steering Committees established at National and provincial/ regional levels for Pakistan Reading Project

9

ToR of Project Steering Committee (PSC) as per Pakistan Reading Project (PRP) scope drafted in FATA.

ToRs for establishing PSC as per PRP scope of work reviewed and drafted in consultation with DoE in AJK, Balochistan, ICT, FATA, GB and KP.

ToRs for establishing PSC as per PRP scope of work reviewed and drafted in consultation with DoE in AJK, Balochistan, ICT, FATA, GB and KP.

2.3.3. Number of laws, policies, regulations, or guidelines developed or modified to improve primary grade reading programs or

32 (4 per province)

Policy scan review is conducted and first draft report is produced and shared in ICT, Balochistan and Punjab.

Policy scan review is conducted and first draft report is produced and shared in ICT, Balochistan and Punjab.





increase equitable access Review of education policy framework completed and situation analyzed in relation to project scope in ICT. Education policy working paper and matrix reviewed and updated in FATA. Gaps and strengths in the existing education policies identified and policy working paper and matrix prepared for FATA, ICT and KP.

Review of education policy framework completed and situation analyzed in relation to project scope in ICT. Education policy working paper and matrix reviewed and updated in FATA. Gaps and strengths in the existing education policies identified and policy working paper and matrix prepared for FATA, ICT and KP.

Component 3: National culture of reading reestablished

3A. Proportion of community members who recognize the importance of reading

10 % point increase from baseline

Sub-component 3.1: Pakistani organizations undertaking activities that promote innovation, adoption of best practices, sustainability of reforms, and educational research and advocacy

3.1.1 Number of reading enhancement initiatives awarded to Pakistani civil society organizations

150 AJK 18 Balochistan 22 FATA 21 GB 11 ICT 15

RFA floated for award of small grants to Pakistan civil society organizations in all eight provinces/regions of Pakistan. Grants Review Committee (GRC) members were finalized

RFA floated for award of small grants to Pakistan civil society organizations in all eight provinces/regions of Pakistan. Grants Review Committee (GRC) members were finalized





KP 22 Punjab 19 Sindh 22

including 2 members from each DoE in FATA, Balochistan, Sindh, ICT and AJK regions. 16 orientation sessions with 199 LNGOs held and 271 members (224 M & 47 F) participated. 562 applications received for CRP grants Detail: AJK: 39 Balochistan: 104 FATA: 46 GB: 23 ICT: 48 KP: 140 Punjab: 70 Sindh: 92

including 2 members from each DoE in FATA, Balochistan, Sindh, ICT and AJK regions. 16 orientation sessions with 199 LNGOs held and 271 members (224 M & 47 F) participated. 562 applications received for CRP grants Detail: AJK: 39 Balochistan: 104 FATA: 46 GB: 23 ICT: 48 KP: 140 Punjab: 70 Sindh: 92

3.1.2. Proportion of reading enhancement initiatives completed by Pakistani civil society organizations (CSOs)

100%





3.1.3. Number of US-host country joint development research projects


Sub-component 3.2: Increased opportunities for reading and learning to read

3.2.1 Number of Pakistani community-based organizations supported through community-managed reading grants to promote reading culture

2,090 AJK 257 Balochistan 295 FATA 297 ICT 211 GB 161 KP 299 Punjab 257 Sindh 313

117 orientation sessions held with 532 community based organizations and 1,083 (849 M & 234 F) participated. Detail: AJK: 19 sessions with 40 CBOs and 235 (177 M & 58 F) participated Balochistan: 2 sessions with 44 CBOs and 44 (43 M & 01 F) participated FATA: 9 session with 53 CBOs and 76 (75 M & 01 F)

117 orientation sessions held with 532 community based organizations and 1,083 (849 M & 234 F) participated. Detail: AJK: 19 sessions with 40 CBOs and 235 (177 M & 58 F) participated Balochistan: 2 sessions with 44 CBOs and 44 (43 M & 01 F) participated FATA: 9 session with 53 CBOs and 76 (75 M & 01 F)





participated ICT: 55 sessions with 31 CBOs and 156 (111 M & 45 F) participated GB: 8 sessions with 8 CBOs and 24 (19 M & 5 F) KP: 3 sessions with 82 CBOs and 172 (131 M & 41 F) Punjab: 14 sessions with 178 CBOs and 251 (185 M & 66 F) Sindh: 7 sessions with 111 CBOs and 134 (116 M & 18 F) participated

participated ICT: 55 sessions with 31 CBOs and 156 (111 M & 45 F) participated GB: 8 sessions with 8 CBOs and 24 (19 M & 5 F) KP: 3 sessions with 82 CBOs and 172 (131 M & 41 F) Punjab: 14 sessions with 178 CBOs and 251 (185 M & 66 F) Sindh: 7 sessions with 111 CBOs and 134 (116 M & 18 F) participated

3.2.2. Number of radio and television episodes produced

500 radio episodes 52 TV episodes

Four draft programs for radio re-produced in reference to the first Content Advisor Group (CAG) meeting feedback

A draft radio program in Urdu was developed and shared with USAID for approval in second Content Advisor Group (CAG) meeting Ten draft Urdu songs (6 new and 4 revised versions) for TV developed and shared with all relevant staff members for their feedback and finalization.

A draft radio program in Urdu was developed and shared with USAID for approval in second Content Advisor Group (CAG) meeting Ten draft Urdu songs (6 new and 4 revised versions) for TV developed and shared with all relevant staff members for their feedback and finalization.





3.2.3. Number of community libraries established or strengthened through materials or books

300 static libraries AJK 18 Balochistan 45 FATA 15 GB 9 ICT 9 KP 108 Punjab 96 4 mobile libraries ICT 2 Punjab 2

The title of books for establishment of community libraries identified in consultation with education department. 529 out of the total 700 books compiled by ALBBS for establishment of community libraries have been approved from Punjab Text Book Board and National Book Foundation. The approval for remaining books is in process.

The title of books for establishment of community libraries identified in consultation with education department. 529 out of the total 700 books compiled by ALBBS for establishment of community libraries have been approved from Punjab Text Book Board and National Book Foundation. The approval for remaining books is in process.


Issues And Challenges MoU/No Objection Certificate (NOC): Initiating key project activities in Punjab remains a key challenge, as the government has not yet signed the MoU with USAID.. Further delays will have a major impact on timely rollout of project initiatives. Similarly, obtaining an NOC in FATA also remains a challenge. Governance: Delays in issuance of notifications for identified committees related to governance, policy initiatives, etc. and timely initiation of their deliberations is an issue that is hindering smooth implementation of project activities. Availability of all the members of various committees, taskforces and working groups is also a challenge. The project team will try to strengthen coordination and linkages to overcome this issue.


Annexures

1. HRIS taskforce notification for Balochistan

2. HRIS taskforce notification for FATA

3. HRIS taskforce notifications for ICT

4. Notification for Sindh’s policy taskforce

5. Notification of Standing Committee on Reading and Teacher Training

Programs in Sindh

6. Notification of Balochistan’s Provincial Steering Committee

7. Notification of KP’s Provincial Steering Committee

8. Notification of KP’s Advisory Committee

9. Notification of FATA’s Advisory Committee

10. Notification of AJK’s Steering Committee

11. Notification of ICT’s Steering Committee

12. Notification of ICT’s Advisory Committee

Annexure 1: HRIS taskforce notification for Balochistan


Annexure 2: HRIS taskforce notification for FATA


Annexure 3: HRIS taskforce notifications for ICT


Annexure 4: Notification of Sindh’s Policy Taskforce


Annexure 5: Notification of Standing Committee on Reading and Teacher Training Programs in Sindh


Annexure 6: Notification of Balochistan’s Provincial Steering Committee


Annexure 7: Notification of KP’s Provincial Steering Committee


Annexure 8: Notification of KP’s Advisory Committee


Annexure 9: Notification of FATA’s Advisory Committee


Annexure 10: Notification of AJK’s Steering Committee


Annexure 11: Notification of ICT’s Steering Committee


Annexure 12: Notification of ICT’s Advisory Committee

usaid pakistan reading project

Documents