USAID/EDUCATION CRISIS RESPONSE Contracted Under AID-620-A-15-00001

DISCLAIMER This document was produced for review by the United States Agency for International Development. It was prepared by Creative

Associates International.

EDUCATION CRISIS RESPONSE Quarterly Report: April 1 – July 30, 2015

ii

EDUCATION CRISIS RESPONSE

Year One Quarter Three Report

April 1 to June 30, 2015

Submission Date: July 30, 2015

Cooperative Agreement: #AID-620-A-15-00001 AOR Name: Timothy Curtin

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Contents

ACRONYMS ............................................................................................................................................... iv

PROGRAM OVERVIEW/SUMMARY ....................................................................................................... 1

SUMMARY OF RESULTS TO DATE ........................................................................................................ 3

ACTIVITY IMPLEMENTATION PROGRESS .......................................................................................... 5

1.1 Progress Narrative ............................................................................................................................... 5

1.2 Implementation Status ...................................................................................................................... 11

1.3 Implementation Challenges .............................................................................................................. 20

1.4 M&E Plan Update ............................................................................................................................. 21

INTEGRATION OF CROSS-CUTTING ISSUES AND USAID FORWARD PRIORITIES ................... 22

2.1 Gender Equality and Female Empowerment .................................................................................... 22

2.2 Sustainability Mechanisms ............................................................................................................... 23

2.3 Youth Development .......................................................................................................................... 24

2.4 Policy and Government ..................................................................................................................... 24

2.5 Local Capacity Development ............................................................................................................ 24

STAKEHOLDER PARTICIPATION AND INVOLVEMENT ................................................................. 25

3.1 Collaboration with USAID and other Implementing Partner projects .................................... 25

MANAGEMENT AND ADMINISTRATIVE ISSUES ............................................................................. 26

LESSONS LEARNED ................................................................................................................................ 27

PLANNED ACTIVITIES FOR NEXT QUARTER ................................................................................... 28

IR1: Increased availability of quality and safe NFE and alternative education opportunities ................ 28

IR2: Improved quality of instruction in NFE and alternative education programs ................................. 28

IR3: Increased community engagement and support for schooling in targeted NFE communities ....... 29

IR 4: Increased state and local governments and civil society support for NFE and alternative education

options…………….. ............................................................................................................................... 29

ANNEX A: PROGRESS SUMMARY ....................................................................................................... 31

ANNEX B: TRAINET REPORT ................................................................................................................ 36

ANNEX C: TRAINING PLAN .................................................................................................................. 36

ANNEX D: SUCCESS STORIES .............................................................................................................. 37

ANNEX E: SAMPLE OF APTITUDE TEST ADMINISTERED TO SCREEN LEARNING

FACILITATORS IN APRIL, 2015 ............................................................................................................. 39

ANNEX F: EXAMPLE OF NUMERACY CURRICULUM BROKEN INTO SCOPE AND SEQUENCE

..................................................................................................................................................................... 39

ANNEX G: SAMPLE COMMUNITY COALITION (CC) ACTION PLAN FROM JUNE – DECEMBER

2015 FOR TORO DISTRICT CC OF BAUCHI STATE ........................................................................... 42

ANNEX H: SAMPLE SEL SCRIPTED LESSON ..................................................................................... 43

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ACRONYMS

AE Alternative Education

AGLC Adolescent Girls Learning Center

ASER Annual Status Education Report CAC Community Action Cycle

CAN Christian Association of Nigeria

CC Community Coalition

CSACEFA Civil Society Action Coalition on Education for All

CSO Civil Society Organization

CPC Center for Physically Challenged

DFID Department for International Development

FBO Faith Based Organization

FGON Federal Government of Nigeria

FOMWAN Federation of Muslim Women Associations in Nigeria

FS Formal School

FY Fiscal Year

IDP Internally Displaced Persons

IP Implementing Partner

IR Intermediate Results

IQTE Integrated Qur’anic and Tsangaya Education

JNI Jama'atu Nasril Islam

LC Learning Center

LF Learning Facilitator

LGA Local Government Area

LGEA Local Government Education Authority

LMD Learning Material Development

MDAs Ministries, Departments and Agencies

MEMS Monitoring and Evaluation Management Services

MOE Ministry of Education

MOF Ministry of Finance

MTs Mentors Teachers

NFE Non-Formal education

NFLC Non-Formal Learning Center

NMEC National Mass Education Commission

OFDA Office of U.S. Foreign Disaster Assistance

OVC Orphans and Vulnerable Children

PIRS Performance Indicator Reference Sheets

PCG Project Consultative Group

PY Program Year

RF Results Framework

RSA Rapid Situation Analysis

SDQ Strength and Difficulties Questionnaire

SBMC School Based Management Committee

SEL Social and Emotional Learning

SEMA State Emergency Management Agency

SGBV Sexual and Gender Based Violence

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STTA Short Term Technical Assistance

SUBEB State Universal Basic Education Board

TE Teacher Education

TWG Technical Working Group

UBEC Universal Basic Education Commission

YLC Youth Learning Center

PROGRAM OVERVIEW/SUMMARY

Program Description/Introduction

Program Name: Education Crisis Response

Activity Start Date And End

Date:

April 1– June 30, 2015

Name of Prime Implementing

Partner:

Creative Associates International

Contract/Agreement Number: #AID-620-A-15-00001

Name of Sub-awardees 1. International Rescue Committee

2. Florida State University

Major Counterpart

Organizations

State Ministries of Education (SMOE) , State Agencies for Mass

Education (SAME), State Emergency Management Agencies (SEMA),

State Universal Basic Education Boards (SUBEB), State Ministries of

Education, Youth, Women Affairs and Religious Affairs, Civil Society

Action Coalition on Education for All (CSACEFA), Federation of

Muslim Women Associations in Nigeria (FOMWAN) and 14 Non-

governmental Organizations (NGOs) Sub-grantees

Geographic Coverage (cities

and/or countries)

Adamawa, Bauchi and Gombe states of Nigeria

The Education Crisis Response Project is aimed at expanding access to quality, protective, and

relevant non-formal education (NFE) and alternative education (AE) opportunities for internally

displaced out-of-school children ages 6-17, in Adamawa, Bauchi and Gombe states.

The project is designed to address the main learning needs of internally displaced children and host

learners affected by the crisis in North Eastern Nigeria by establishing Non-formal Learning Centers

(NFLCs), Youth Learning Centers (YLCs), and Adolescent Girls Learning Centers (AGLCs). These

alternative educational opportunities are carried out in church schools, community centers, formal

schools (using shift systems where classrooms are overcrowded), and other available alternate learning

centers. The project also seeks to collaborate with other implementing partners in the focus states with

effective interventions in child protection and safe learning environments. Furthermore, it works

within host communities who have taken Internally Displaced Persons (IDPs) into their homes, and in

communities where IDPs live in temporary settlement-type housing.

The project improves quality and relevant instructional practices by updating and developing teaching-

learning materials for literacy, numeracy, life skills, SEL competencies and psychosocial support

services. It recruits, trains, and mentors Learning Facilitators (LFs) to provide quality instruction and

ensures Technical Working Groups (TWGs) are involved in making teaching-learning materials

available to NFLCs. The project also generates community support by raising their awareness to help

targeted educational centers (NFE and alternative education learning centers) in providing educational

opportunities, improving the value placed on education, and encouraging IDP and host community

girls, boys and youth with a way to sustain their education.

Education Crisis Response also collaborates with state and local government authorities and civil

society to support NFE and alternative education options with a view to ensuring government funding

and policy support to sustain and expand non-formal education.

SUMMARY OF RESULTS TO DATE

Standard Indicators Baseline

FY 2014

FY14

Annual

Target

Q1

FY15

Q2

FY15

Q3

FY15

Q4

FY15

Annual Target

Achieved up to

Q3 end (%)

On Target (Y/N)

1. # of learners enrolled in primary schools and/or non-

school based setting with USG-support* (3.2.1-14)

11,760 11,760 0 953 (517m, 436f)

(Bau 144m, 156f,

Gom 175m, 125f,

Adam 198m, 155f)

14,029 (7678m,

6351f):Bau 4477, (2243m,

2234f);Gom 4905 (2788m,

2117f);Adam 4647

(2647m, 2000f)

119% Target exceeded by 19%: Influx

of IDPs and community

involvement in, and support for

ECR activities.

2. # of new entrants in non-formal learning centers

(NFLCs) and alternative education (AE) centers*

11,760 11,760 0 953 (517m, 436f)

(Bau 144m, 156f,

Gom 175m, 125f,

Adam 198m, 155f)

14,029 (7678m,

6351f):Bau 4477, (2243m,

2234f);Gom 4905 (2788m,

2117f);Adam 4647

(2647m, 2000f)

119% Target exceeded by 19%: Project

scaled up and additional 13,076

IDPs enrolled with support of

community involvement to initial

953 from Quick Win centers

making a total of 14,029.

3. # of learners receiving reading interventions at the

primary or equivalent level** (3.12.1-35)

11,760 11,760 0 953 (517m, 436f)

(Bau 144m, 156f,

Gom 175m, 125f,

Adam 198m, 155f)

14,029 (7678m,

6351f):Bau 4477, (2243m,

2234f); Gom 4905

(2788m, 2117f); Adam

4647 (2647m, 2000f)

119% Target exceeded by 19%: Influx

of IDPs and community

involvement in, and support for

ECR activities.

4. #/% of learners who complete the NFE/AE program * 65% 65% 0 N/A NA * To be reported in Q4

5. Proportion of students who, by the end of one full year

of NFE education (equivalent to Grade 2), demonstrate

that they can read and understand the meaning of grade

level equivalent text *(3.12.1-27)

30% 30% 0 N/A N/A * To be reported in Q4

6. #/% of learners in NFLC/AE & FS who meet or surpass

criteria for socio-emotional competency**

65% 65% 0 N/A N/A * To be reported in Q4

7. #/% of NFLC/AE learners transitioning to formal

schooling (FS)

10% 10% 0 N/A N/A * To be reported in Q4

8. % of LF/coaches in NFLC/AEs who meet/surpass

performance criteria*

65% 65% 0 N/A N/A * To be reported in Q4

Note: The Results Performance Column depicts level of achievement expressed as a percentage of Actual versus Planned.

9. # of USG supported learning spaces meeting criteria for

safe schools program* (3.2.1- 40)

65% 65% 0 19 (6%) 268 (91%) 91% Target exceeded by 26%. The

criteria were discussed and strictly

followed in ECR’s establishment

of learning centers

10. # of teachers/educators/teaching assistants who

successfully complete in-service training or received

intensive coaching or mentoring with USG support**

(3.2.1-31)

348 348 0 19 (5%) (15m, 4f) 464 (342m, 121f): Bau

153 (118m, 35f); Gom 154

(117m, 37f); Ada 157

(108m, 49f)

133% LFs completed intensive five-day

training. Supplementary

mentorship program is ongoing.

11. # of textbooks and other teaching and learning

materials (TLM) provided with USG assistance **

(3.2.1-33)

L: 11,760

T: 348

L: 11,760

T: 348

0 L 953

T 19

L 14,029

T: 296

L 119%

T 101%

Target exceeded: Influx of IDPs,

which was anticipated at

procurement stage

12. #/% of CSOs/NGOs and CCs supporting and

advocating for conflict-sensitive education in

NFLC/AE/FSs **

13 13 0 3 (23%) 56:14 NGOs (Bau 4, Gom

5, Ada 5); 42 CCs (Bau

14, Gom 14, Ada 14)

100% Target met

13. 13. # of NFLC/AE/FSs supported by CCs NFLC: 294

FS: 40

NFLC:

294

FS: 40

0 19 NFLC

FS 0

296 NFLC, 42FS, 2 CPC:

(Bau: 98 NFLC,

14FS;Gom: 99 NFLC,

14FS, 1 CPC; Ada: 99

NFLC, 14FS, 1 CPC)

NFLC 101%

FS 105%

2 additional centers were

established for the physically

challenged

14. # of laws, policies, regulations, or guidelines

developed or modified to improve primary reading

programs or increase equitable access* (3.2.1-38)

3 3 0 0 2 66% Elements of NFE National

Benchmark integrated into ECR

programing i.e. Enhanced

Curriculum; curriculum Scope

and Sequence.

15. # NFLC/AEs supported by project that receive

resources from the government

294 294 0 19 0 6% To be reported in Q4

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ACTIVITY IMPLEMENTATION PROGRESS

1.1 Progress Narrative

Rapid Situational Analysis (RSA) In Yobe State

The project conducted a Rapid Situational Analysis (RSA) in Yobe State. Conducted in response

to USAID’s request, it assessed to what extent IDPs were attending school as well as parental

perceptions of education, and also to sought to determine if there is a need to provide education

support for IDPs in Yobe state. IDP learners themselves participated in the situational analysis.

The topics covered during consultations with stakeholders included 1) access and learning

environment 2) teaching and learning 3) teachers and other education personnel 4) education policy

and coordination and 5) community participation in education – of which we obtained a cursory

view of each. The analysis also explored parental perceptions of IDP schooling in Yobe state, and

whether or not there is a need for education support. It was meant to inform decisions on possible

provision of education opportunities in support of Goal 3 of USAID’s Education Strategy (2011-

2015).

The fieldwork was conducted between April 19 and 26, 2015. In all, 240 participants (IDP girls,

IDP boys, IDP mothers and IDP fathers) participated in separate focus group discussions with 7

to 10 persons per group.

Additionally, the

assessment included 36

one-on-one in-depth

interviews (IDIs)

conducted in six LGAs (2

from each senatorial

district) with government,

NGO representatives,

community members

from both the IDP and

host communities, and

teachers from the host

community. The six

LGAs were Damaturu,

Bade, Potiskum, Geidam,

Fune and

Yusufari.

The survey also collected data from secondary sources on available infrastructure and learners’

population pre- and post-arrival of IDPs. A two-day training on data collection was provided to

seven enumerators (4 male and 3 female). The training focused on how to facilitate focus group

discussions (FGD), conduct in-depth interviews, take notes, observe protocols of data collection,

facilitate FGDs with children and youth, validate focus group findings and conclusions, and report

back mechanisms with state supervisors on the data collection process.

The findings revealed:

4000

1200

1200

600

180

500

12000

12400

700

2000

400

100

0 2000 4000 6000 8000 10000 12000 14000

Damaturu

Bade

Potiskum

Geidam

Fune

Yusufari

IDPS ATTENDING SCHOOL

Not Attending Attending

Figure 1: School attendance by IDPs in Yobe State

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i) Extreme lack of access to education as a result of past and present violence, high rates

of displacement, school closures, need for basic provisions and other factors faced by

IDP learners, parents and host communities in Yobe state;

ii) Existing sense of confusion, uncertainty and fear attached to being an IDP which

influences parental choices and children’s willingness to access education and learning

opportunities; and

iii) Strong resolve to obtain an education and high local community acceptance of and

support for integrating IDPs given most originate within Yobe state.

Most importantly however, the survey reveals that children as well and family members are

extremely traumatized and are currently living in harsh circumstances.

Strategies for scale up

Orientation of NGO sub grantees

ECR awarded grants to fourteen (Bauchi (4), Adamawa (5) and Gombe (5)) NGOs in Quarter 2.

During the reporting period, a two-day orientation was organized for the local NGOs to familiarize

them with the project’s expectations. Topics covered during the orientation included: overview of

the ECR project, budgeting, resource mobilization,

Community Coalition (CC) formation, monitoring

expectations, and financial compliance and reporting.

Discussions were also held on the importance of

reporting against indicators, respective deliverables

and targets, as well as accountability. Data collection

tools distributed to the local NGOs included:

learners’ enrolment form, service form, site monthly

reporting form, monthly summary form, routine

monitoring and mentoring form. In all, 26 participants

(15m, 11f) attended the orientation session.

Institutional capacity building of local NGOs

Cross section of participants during a role play on staff hiring at

the NGO Capacity Building. Photo by Helen John.

Participants at the NGO Capacity Building. Photo by Timothy Madaki

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Furthermore, ECR organized a five-day NGO

capacity building workshop to support sixteen local

NGOs following a thorough institutional review.

The institutional review was aimed at identifying

key organizational capacity gaps with a view to

pinpointing their training needs. Based on the

findings of the review, the following areas were

identified as key capacity gaps: resource

mobilization, financial management, institutional

strengthening plan, project management, and human

resource management.

At the end of the workshop, participants were able

to:

Carry out an NGO organizational capacity

assessment and develop organizational

strengthening plans;

Develop resource mobilization plans and

improved proposals;

Develop systems and capacities for

leadership and management related to

human resource management practices and

systems;

Develop project start-up, implementation, and close-out management skills; and

Strengthen financial management practices related to budgeting, procurement, reporting,

accounting, auditing, and fraud prevention.

Participants completed the overall follow up Action

Plan covering all of the components of the workshop.

32 (19m, 13f) representatives from 16 NGOS were in

attendance. The event concluded with the

presentation of attendance certificates.

Establishment of CCs

In collaboration with the Local Education Authority

(LGA), CBOs, and community heads and with a

view to ensuring increased community engagement

and support of schooling in targeted NFE and

alternative education learning centers, 42

Community Coalitions (CCs)1 were set up in 21

LGAs across the three intervention states.

24 master trainers (16m, 8f) were identified from the

1The members of these groups are drawn from different Community-Based Organizations (CBO), Faith-Based Organizations (FBO) and other actors responsible for the supervision and monitoring of the NFLC centers. In addition to finding solutions for problems within the communities, the CC’s

act to ensure that education opportunities are provided, assist with the delivery of conflict sensitive education, develop a response plan to mitigate

any environmental challenges associated with the education centers and establish early warning signals for potential protection concerns.

Comments from Participants

“I have attended over 30 workshops in different

thematic areas with different partners but the

USAID-ECR organization strengthening

workshop is a better story. I have identified

gaps in my organization (Gombe Anglican

Diocesan Development Initiative (GADDI)) and

I will go back to implement my action plan. I

request the ECR-USAID Gombe team to

monitor the plan for me.” Rev. George Agum

Program Manager (GADDI) Gombe

“This workshop is a great privilege for us. The

facilitation method is superb and if you look at

the content from day one - Strategic Planning,

Resource Mobilization, Human Resource

Management, Project Management and

Financial Management, each is a five days

training or more. So as I see it, what we are

taking away from the five days is actually worth

twenty five days of rigorous training” Sodangi Chindo A

Executive Director, Muslim Aid Initiative Bauchi

Community sensitization on Community Coalition formation at Palama, Toro LGA. Photo by Ladi

Abubakar (FOMWAN Program Officer).

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State Ministry of Education (SMOE), State Universal Basic Education Board (SUBEB), State

Agency for Mass Education (SAME) and NGOs across the three states and were trained on the

Community Action Cycle (CAC) - an approach that empowers the community to identify their

problems and offer solutions to the identified problems. They in turn stepped down the training on

the principles of Do No Harm2 to CCs.

Table 1: Number of CCs established per state around NFLCs

State No. of CCs

Established

# of NFLC Centers established

Adamawa 14 99

Bauchi 14 98

Gombe 14 99

Total 42 296

Establishment of 294 NFLCs

The project applied lessons learned from the Quick Win

Initiative and Community Education and conflict

Assessment (CECA) to establish 294 (98 each in Bauchi,

Adamawa and Gombe respectively) centers (including

two for the physically challenged). So far 14,029 (45%

female) learners have been enrolled. These include: 4647

learners in Adamawa (2647 m and 2000 f), 4477 in Bauchi

(2243 m and 2234 f), and 4905 (2788 m and 2117 f) in

Gombe. The average size of a center is 40. The centers are

providing educational opportunities by partnering with

local NGOs, Technical Working Groups, and CCs.

The learning centers were set in areas with high

concentrations of IDPs across 21 LGAs. Communities

were mobilized to donate learning spaces.

2 A minimum requirement of being conflict sensitive, keeping in mind the impact of education assistance on conflict which requires making all

decisions with an awareness of how they could affect power relations and inter-group relations that may contribute to conflict e.g. thinking about

whether activities will expose beneficiaries to violence, exploitation or abuse and avoids favoritism, preferential treatment and nepotism.

Mobilisation for enrolment by Muslim Aid Initiative

of Nigeria Bauchi. Photo by Helen John.

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Training of Learning Facilitators (LFs)

ECR, in collaboration with stakeholders (community

leaders, Local Government Education Authority -LGEA -

and religious leaders), identified 294 LFs. The facilitators

took ability tests and performed an oral interview to

demonstrate their ability to teach. Those who qualified

were recruited and deployed following a five-day

pedagogical and leadership training. Formal school

teachers in host communities from 42 (14 per state) also

attended the training. At the end of the training, LFs

acquired core teaching skills (in literacy, numeracy and

SEL), facilitation skills, classroom management,

information on safe schools and classroom environments,

as well as classroom observation skills. The project is

working with CCs members to identify more women LFs

to attract more girls. 23 Master trainers (17m, 6f) representing State Ministries Departments and Agencies (MDAs) and

institutions such as Colleges of Education and Universities were sourced and trained to conduct

the Training of Trainers (ToT).

The project developed a strategy to mainstream IDPs to formal schools upon graduation. This

includes identification of formal schools within host communities where IDPs live and could easily

be mainstreamed after graduation from the center, engaging CCs, Education Secretaries of focal

LGAs/SUBEB as well as working with SAME/ANFEA to take the lead in the process to ensure

validity and state involvement.

Table 2: Number of Learning Facilitators, Mentor Teachers and Formal School Teachers trained

State Description Male Female Total

Adamawa Learning Facilitators 69 30 99

Mentor Teachers 13 1 14

Formal School Teachers 20 16 36

Subtotal 101 47 148

Enrolment at NFLC Nasarawo of Gombe LGA.

Photo by Susanna Hussein (CSACEFA Program

Officer, Gombe).

Facilitator in Vunikland A, Learning Center in Adamawa

State. Photo by Stephen Medugu.

A Master Trainer at Song Training center, Adamawa.

Photo by Peter Fujuno.

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State Description Male Female Total

Bauchi Learning Facilitators 79 19 98

Mentor Teachers 13 1 14

Formal School Teachers 32 10 42

Subtotal 124 30 154

Gombe Learning Facilitators 80 19 99

Mentor Teachers 11 3 14

Formal School Teachers 34 8 42

Subtotal 125 30 155 Grand Total 350 107 457

Training of 24 Master Trainers for CC support

ECR, in collaboration with MDAs, trained 24 master trainers to support CCs to use the community

action cycle. CAC helps CCs develop action plans to help internally displaced children access

education. Topics covered included i) Social and Emotional

Learning (SEL), ii) conflict sensitive education, iii) early

warning signs, iv) community mobilization, v) CC formation

process, vi) CAC, vii) partnership, viii) facilitation skills and

ix) operational Issues. 24 ( 16 m, 8 f) participants, including

representatives from Civil Society Action Coalition on

Education for All (CSACEFA) and Federation of Muslim

Women Associations in Nigeria (FOMWAN) were in

attendance.

The master trainers trained 391 CC members. These include:

Bauchi 140 (109 m, 31 f), Gombe 139 (114 m, 25 f) and

Adamawa 112 (81 m, 31 f). LGAs donated training halls for the

three-day workshop.

The workshop resulted in the development of LGA-specific

action plans and the election of officials to lead each CC. Currently, ECR partners CSACEFA and

FOMWAN and the grantees are supporting the development of CC-led action plans in support of

their children’s education. Safety concerns are considered and integrated into these plans and in

Adamawa state, IRC’s health, nutrition and water, sanitation and hygiene (WASH) programs are

complimenting ECR activities.

Table 3: Number of CC members trained

State

Q2 Q3 Sub total

Male Female Male Female

Adamawa 5 2 81 31 112

Bauchi 6 0 109 31 140

Gombe 10 5 114 25 139

CSACEFA Program Officer making a presentation on identifying community

needs during ToT for CC master trainers in

Gombe. Photo by Helen John.

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21 7 81 31 112

Non Formal Education Technical Working Group (NFE/TWG)

Development of Trainers and Facilitators’ Guides by the Material development group of NFE

TWG

The Learning Material Development Technical Working

Group (LMD TWG) and NFE TWG supported the

development of instructional materials and adaption of

NFE national benchmarks/standards. They were

instrumental in enriching the curriculum from which the

scheme of work (scope and sequence) for the core

subjects in literacy (reading), numeracy and SEL were

developed.

1.2 Implementation Status

IR 1: Increased Availability of Quality and Safe NFE and Alternative Education

opportunities

Sub-IR 1.1 Establish safe, non-formal and alternative education opportunities

RSA in Yobe State: Education and Conflict

The project completed an RSA in Yobe State. As reported in 1.1 above, the RSA was conducted

in response to the USAID-Nigeria Mission request for more information about the situation of IDPs

in Yobe State. It was meant to inform decisions around potential project expansion or additional

education activities that support Goal 3 of USAID’s Education Strategy (2011-2015).

Setting up and supporting education opportunities for IDPs and host learners

ECR in collaboration with state counterparts offered education opportunities to internally displaced

children and youth in 21 LGAs. To supplement the information gathered from the assessment

carried out in Quarter Two, the project carried out a

community mapping exercise to verify the locations of the

IDPs to determine where to establish NFLCs and evaluate the

LFs and material needs of each center. Activities in the centers

included recreational activities, SEL, and competency

building, as well as supporting learners’ transition into formal

schools, as needed.

To further expand educational access to physically challenged

children, ECR established two centers for physically

challenged children in Gombe and Adamawa states.

CSACEFA and FOMWAN supported 14 NGO grantees to

establish 294 NFLCs in the three states.

A cross section Learning Material Development

(LMD) group at the Material Development

workshop in Bauchi. Photo by Ernest Akoma.

Skills acquisition session for the physically

challenged in Yola. Photo by Ibrahim Abdu.

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Safety benchmarks set for protective non-formal and alternative education options

In order to ensure safe and protective environments in the

NFLCs, safety benchmarks were established by

collaborating with NFE TWG comprising LGEAs,

UNICEF, local community and religious leaders, and other

stakeholders. The project brought together experts to adapt

or infuse existing national and local NFE benchmarks

developed by the Federal Government of Nigeria (FGON)

and enriched them by adding safety parameters like

locating centers in safe/protected areas and training LFs on

the tenets of Do No Harm. The project opened dialogue

with state and LGA-level actors to ensure that standards for

safe learning environments for internally displaced children are in place.3

Small Grants Program

ECR released an RFA, screened relevant applicants and

selected 14 local NGOs to implement the small grants

program in Quarter Two. In Quarter Three, ECR

organized workshops to familiarize the recipients with

the project expectations.

The first tranche of fund was released to the recipients to

manage NFLCs and also to support CCs. The recipients set up 294 NFLCs, identified and

recruited 294 LFs, enrolled 14,029 (45% female) children, raised awareness on the importance of

schooling, carried out outreach with community leaders, provided meals to learners and

monitored the activities of the NFLCs.

As mentioned in 1.1 above, ECR organized a one-week training session to build the capacity of 16

local NGOs.

Do No Harm

The project incorporated SEL4 and psychosocial activities into the centers, provided counselling

for those in need, and trained LFs to raise their awareness and be sensitive to potentially traumatic

3 These benchmarks include measures to ensure that children are free from victimization and sexual exploitation by their peers and community

members; establish teachers’ codes of conduct; facilitators’ remuneration; facilitator-learner ratio; contact hours; language of instruction as well as methodology of delivery. School-wide rules and positive discipline procedures were also adapted. By raising awareness among mothers, parents,

elders and other community actors, these stakeholders will become responsible for implementing these benchmarks. All non-formal centers, CSOs,

and government agencies will be trained to incorporate these benchmarks into program activities and how to monitor adherence. Adherence to benchmarks is also a requirement for ECR’s grant recipients.

4 Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and

skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain

positive relationships, and make responsible decisions.

St. Theresa NFLC receives school bags and

writing materials as components of their

dignity kits. Photo by Ama Goni.

The CCs in Alkaleri LGA were able to

mobilise additional registers (14),

exercise books (30) and a football (1)

worth N6100 ($31) from the Local

Education Authority and Head of Section

upper basic unit of the LEA.

13

subjects. ECR enhanced inter-personal skills and SEL competencies in the teaching of core

subjects. Lessons were age appropriate and culturally relevant. Hausa is used as a language of

instruction in almost all centers. In addition, recreational activities are incorporated into the

learning centers. Parents are also encouraged to support their children’s schooling. Finally, CC

members were trained to support program implementation.

Coordination

The project coordinated with the National Mass Education Commission (NMEC), SAME, SMOE,

SUBEB and religious groups to leverage instructional materials and obtain buy-in of the project.

UNICEF, Red Cross, International Office of Migration (IOM), CSOs and other local and

international actors are showing keen interest in enhancing the provision of educational access to

internally displaced children in the region. The North East Regional Initiative (NERI) and ECHO

provided materials such as tools to teach skills acquisition, mats, water supply, benches, toilets,

and instructional materials.

Sub-IR1.2 Integrate accelerated learning programs (ALPs) for core academic subjects, life skills,

and socio emotional learning (SEL) services into NFE and alternative learning programs

Enhanced NFE Curriculum

The project, in collaboration with the NFE TWG, enriched the government approved integrated

curricula by infusing SEL content which provides social and emotional skills critical to being a

good student, citizen, and worker into the curriculum. Many risky behaviors (e.g., drug use,

violence, bullying, and dropping out) can be prevented or reduced when multiyear, integrated

efforts are used to develop students' social and emotional skills. This is best done through effective

classroom instruction, student engagement in positive activities in and out of the classroom, and

broad parent and community involvement in program planning, implementation, and evaluation.

In addition to the enhancement of the curriculum, schemes of work (scope and sequence) in three

thematic areas (reading, numeracy and SEL) were developed to guide learning facilitators. Also,

some elements of vocational skills were incorporated and are now being used by 294 learning

centers.

Implement Enhanced Curriculum (Reading, Numeracy and SEL)

In collaboration with major stakeholders and the College of Education in Azare, ECR enriched the

basic literacy curriculum content of reading, numeracy and life skills. The curriculum was

thereafter broken down into schemes of work (scope and sequence) which in turn enabled the

development of scripted lessons to serve as a guide to LFs. The enhanced curriculum and Scheme

of Work was disseminated to all centers. For SEL, a short ten-minute session on one skill (e.g.

empathy) is delivered daily (see annex H). Other ways SEL is used include using SEL principles

in group-based or peer-led activities throughout the day and/or by creating an environment of

positive discipline as a part of the school climate through rules, routines, behaviour management

practices and using adults to model positive behavior.

Material Development

14

ECR organized a week long LMD workshop to produce enhanced NFE curriculum, scheme of

work (scope and sequence), and Training of Trainers and Facilitators’ Training Guides. The project

adapted teacher’s guides developed under the Northern Education Initiative (NEI) from 2009-2014,

and the guidelines for SEL developed by IRC. In collaboration with LMD TWG, ECR produced

teaching and learning materials, and guides such as the IRC’s Healing Classroom handbook and

were utilized for training purposes.

Do No Harm

ECR trained master trainers to observe the principle of do no harm (neutrality, impartiality,

inclusiveness, respect for culture and custom, accountability, inter-personal skills and building

social-emotional competencies in the teaching curriculum) and SEL competencies. LFs, mentor

teachers and formal school teachers were then trained on how to apply these principles in the

teaching-learning process. CCs were also trained to ensure the principles of Do No Harm are

applied in the NFLCs.

Coordination

The project collaborated with state and local governments, UNICEF, and the State Emergency

Management Agency (SEMA) to adapt and utilize instruments used for IDP mapping. CSOs

trained enumerators and mobilize communities to provide support to the initial assessment. ECR

worked with National Mass Education Commission (NMEC) to obtain the revised copy of the

national benchmark on NFE and IQTE in line with the findings of the assessment in each of the

states.

The NFE opportunities offered through this project were also bolstered by the IRC Child Protection

Team, which provided child-friendly services to the centers including the provision of child healing

spaces close to the center or within the same structure in four out of the seven focal LGAs in

Adamawa state.

The project worked closely with CSACEFA and FOMWAN to mentor grantees.

IR.2 Improved Quality of Instruction in NFE and Alternative Education Programs

Sub-IR2.1 Increase the number and improve the capacity of LFs to provide literacy, numeracy,

and life skills instruction and SEL services

Key achievements of Teacher Education (TE) and Learning Materials Development (LMD)

TWG

TE and LMD TWGs were inaugurated in all project states to provide support the project. These

include: training of LFs, development of instructional materials, and adaptation of NFE national

benchmarks or standards. The NFE TWG members took part in monitoring all training sessions.

15

Sub-IR2.2 Establish a coaching/mentoring system to support LFs in NFE and alternative

learning centers

Adaptation of UNICEF, NEI and other relevant models for coaching/mentoring with the MTs

and relevant TWGs

ECR set up a feedback loop5 on the Coaching and Mentoring Handbook used in Zambia in order

to consolidate all inputs by project actors to use for adaptation to the Nigerian context. Project staff

have already conducted a desk review on coaching and mentoring.

Identify and Train Master Trainers

ECR in collaboration with CSACEFA and FOMWAN worked

with grantees and communities to source candidates in target

communities that met LF recruitment criteria. The partners

verified the candidates met these criteria. 294 LFs were hired,

trained, and deployed to 294 centers. The project, in

collaboration with state partners, identified master trainers. The

project also supported the training of mentor teachers’

pedagogical skills.

Sub-IR2.3 Develop/adapt and distribute quality teaching and

learning materials in NFE and alternative learning centers

Provision of Teaching and Learning Materials

In Quarter Two, the project collaborated with state partners to source primers and other teaching

and learning materials for the learning centers. In Bauchi, 600 copies of 2A and 2B exercise books,

Koyon Karatu and Lissafi primers, sharpeners, erasers and pencils were donated by SAME and

were distributed to learners. In Quarter Three, the project sourced school registers and diaries from

the same agency. The materials procured and sourced from the communities are detailed in the

table below.

Table 4: Additional Teaching and Learning Materials procured and distributed to IDPs

S/N Item Description Unit

(pc,kg,set,

box,doz)

Quantity

1 School Bag - Back Pack, Ben 10, Medium Size or equivalent Pcs 9,800

2 Literacy Readers (Hausa) - Koyon Karatu by Gidado Bello Akko -

Book 1& 2

Pcs each 9,800

3 Literacy/Early Readers (English) - Working with Sounds Phonics -

Book 1

Pcs 9,800

4 Football for children - Health- Nylon Wound or equivalent (White

with spotted Blue)

Pcs 392

5 Skipping Ropes for children Pcs 392

5 An information sharing system whereby all participants share their experiences that contribute to a final decision to

take appropriate action with shared responsibilities.

Identified facilitators during an

aptitude test in Sabon Kara. Photo by

Aisha Aminu.

16

S/N Item Description Unit

(pc,kg,set,

box,doz)

Quantity

6 Instructional Charts - The Alphabet A-Z with drawing example, The

Numbers 1-100 in words & letters

Pcs each 980

7 Card Board Paper (Assorted Colors - White, Yellow, Sky blue &

Pink)

Pkt 56

8 HPI Pen/Biro - Blue or equivalent Pcs 480

9 Pencil Eraser - White or equivalent (Medium) Pcs 11,760

10 Pencil Sharpener - Blue or equivalent Pcs 11,760

11 Pencil - 2B or equivalent - Red or equivalent Pcs 11,760

12 Exercise Book - My Exercise Book or equivalent (40Leaves) -

English

Pcs

47,040

13 Chalk Board - Black (120” x 120” board made of ply wood surface,

Batten edge and 2 x 2 stand)

Pcs

30

14 School Chalk - White (Academy) or equivalent Pkt 196

Do No Harm

To mitigate issues arising from distribution of learning

materials in a conflict sensitive environment, appropriate

actors and stakeholders were engaged in dialogue in the

distribution processes so that materials were equally

distributed in urban and rural locations. ECR developed

a distribution lists, secured evidence of receipt by centers

and learners, and crosschecked grantees using

appropriate monitoring instruments. These measures

ensured transparency and trust among actors and

stakeholders and helped to reduce unnecessary tension.

Collaboration

The project collaborated with NMEC on the provision of

primers to the learning centers. ECR and RARA agreed

on the use of RARA reading materials in Gombe and

Adamawa states only, pending the completion of the

research work being conducted in Bauchi in August,

2015.

ECR collaborated with Colleges of Education,

Universities and MDAs from the three project states

to develop instructional materials.

In Adamawa state, the project collaborated with

UNICEF in the development of adolescent girls

training module for financial literacy and the provision of the Student Mentoring and Counselling

(STUMEC) tool and School Based Teacher Development (SBTD) modules for professional

teacher development in the non- formal sector. The Safe Schools Initiative (SSI) provided School

17

in Box kits for learners mainstreamed to formal schools.

IR.3 Increased Community Engagement and Support for Schooling in Targeted NFE

communities

Sub-IR3.1 Increase awareness of the importance of schooling and non-formal and alternative

education opportunities

Sensitization Campaigns

The project established 294 centers in collaboration

with CSOs and CCs. The CCs conducted

sensitization campaigns amongst communities on the

benefits of integrated curriculum and the importance

of schooling in collaboration with SUBEB, SAME

and LGEA.

FOMWAN and CSACEFA conducted palace-based

sensitization campaigns on the benefits of integrated

curriculum. SUBEB, CCs, SAME and LGEAs also

collaborated on this initiative. Similarly, meetings

were held separately with women’s groups to

increase knowledge of the integrated curricula and

their roles in sending their children to the centers.

Study Tour to Bauchi to Facilitate Production of Community Coalition Handbook

This is a Quarter Four activity, however, preparations and preliminary discussions are well

underway to conduct a study tour to visit CCs formed under NEI in Bauchi. Lessons from study

tours will be distilled into a Community Education Handbook. In order to develop this handbook,

a two-day workshop will be held in collaboration with the LMD TWG.

Sub-IR3.2 Strengthen or activate community education support groups/committees

Community Education Support Groups

The project provided training on CAC to 42 CCs in the three intervention states. This cycle allows

the communities to identify their problems and come up with relevant solutions. Following

training, CCs sensitized village and ward heads, religious leaders and local education stakeholders

(SBMCs, mothers clubs, CBOs) to demand for quality education services and the importance of

sending their children to school. For proper management of the NFLCs, the CCs were encouraged

to form Center Based Management Committees (CBMCs6).

6 A coalition of key stakeholders similar to the SBMC, set up to support NFLCs managers and provide operational

oversight while ensuring quality and accountability at the center.

Sensitisation of a women’s group in Miya, Ganjuwa LGA.

Photo by Helen John.

18

IR3.3 Establish community-implemented support programs for NFE or alternative learning

centers

NFE Support Program

In Quarter 4, the project will collaborate with SAME and SUBEB to organize a support group to

offer training sessions on national benchmarks and other education policies approved by FGON.

The project will also initiate discussions on Community Education Assessments (CEA) and

conflict analysis, so that information on the origins, languages, learning needs and profiles of the

IDPs can be obtained. Additionally, ECR will work to reduce tensions between IDPs and host

community learners to mitigate existing problems and/or prevent conflict between the two groups

or communities.

Alternative learning center support

Alternative learning centers provide the teaching of literacy, numeracy, SEL competency building,

and psychosocial support. State-specific needs were contextualized and activities relating to youth-

focused skills in conflict mitigation, peace-building and other ways to improve intra-personal

relations among groups in these conflict affected communities were integrated into the program.

Jama'atu Nasril Islam (JNI) and the Christian Association of Nigeria (CAN) were consulted for

appropriate skills, location of activities and other advice.

Do No Harm

Sensitization campaigns conducted by the project revealed that the process of engaging

communities promoted inclusion and social equities. Of importance was that women were

specifically targeted, and were encouraged to express their concerns.

In areas at risk of attack, project staff advocated community ownership and community-led

processes in self-protection and monitoring. This type of support was meant to incorporate learning

support groups into the NFE and alternative education centers. It was recognized that emphasizing

community-based initiatives at a reasonable pace allows for ease and comfort of implementation.

Collaboration

The project tapped into existing structures such as School-based Management Committees

(SBMCs), CBMCs, CCs, and Mothers Clubs to support the learning centers and this has helped to

pave the way for greater collaboration amongst these groups.

IR.4 Increased State and Local Governments and Civil Society Support for NFE and

Alternative Education Options

Sub-IR4.1 Align and operationalize policies to support NFE and alternative learning centers

The project in collaboration with NFE TWG will strengthen existing structures or create new

mechanisms for operationalizing policies that support NFE and alternative learning education for

IDPs and host community learners. FOMWAN and CSACEFA will spearhead advocacy visits to

19

the State House of Assembly, State agencies and LGEAs to initiate the discussion around these

themes. Options of having legislative approval of policies will be explored.

Hold a Three-day Coordination Meeting

The majority of activities under this topic will take place in Quarter Four. The project will

organize a three-day coordination meeting with representatives from the various MDAs

responsible for NFE, CCs, and CSOs. The meeting will review and align current policies that

support the integrated NFE curriculum and other education options. This meeting will help

education actors agree on coordinated and collaborative efforts to shape the education sector,

share experiences, and define forward thinking to enhance and expand efforts in NFE and the

provision of alternative education.

Form Project Consultative Group (PCG) and Technical Working Group (TWG)

Though membership has been identified, the formation of Project Consultative Group (PCG) has

been re-scheduled for Quarter Four due to the national election held at the beginning of Quarter

Three. Now that elections are over and the new administration is on course, the project will bring

together critical decision makers from state and local government agencies to provide advice on

how best to set up the PCG.

Sub-IR4.2 Increase state and local resources (funds, teachers, supervision, etc.) for NFE and

alternative education options

Capacity Building Workshops

Capacity building workshops were held to support 42 CCs

and 16 NGO grantees to mobilize state and local funding for

NFE and alternative education options for internally

displaced children. In Quarter Four, these groups will be

mobilized to engage government and share their strategies for

success. In addition, ECR will organize training workshops

for state and LGA level MDAs to deepen their understanding

of the structure and function of different levels of

government, the national benchmarks, and other relevant

policies that can impact education (Refer to NGO capacity

building and CC training discussed in 1.1 above).

Sub-IR4.3 Assist in development of transition plans for state and local government support of

NFE and alternative learning centers

Transition Plans

This is a second year activity, however, ECR has engaged SAME to start budgeting for NFLCs in

an attempt to sustain ECR activities. The project will work with the Ministries of Budget and

Economic Planning to organize meetings of all development partners working in each state in order

to bring to the fore issues that require concerted efforts, collaboration and synergy among

CC members in a Group session in

Gamawa - Bauchi state. Photo by Sodangi

Chindo.

20

development partners. These transition plans will be incorporated into the annual budget funding

for NFE and the provision of alternative education. The project will also assist FOMWAN and

CSACEFA in developing advocacy plans and conducting campaigns to build support for the on-

going government funding.

With regards to policies and transitioning of initiatives to government, USAID coordination

meetings will be used to develop strategies on joint engagement of government. With regards to

state level advocacy, resource mobilization, and exit strategy, the project will initiate

coordination forums to create a platform for discussing policy issues. The development partners

invited to the forum will include USAID Implementing Partners, Office of U.S. Foreign Disaster

Assistance (OFDA), and Department for International Development (DFID)-supported projects

and United Nations agencies.

Catalyze Coordination and Dialogue

Since the inception of the project, the government agencies and CSOs have participated in all the

phases of the project implementation. These included: participation in all workshops and training

programs, the establishment of centers, community advocacy, and policy document approvals.

In Quarter Four, the project will organize an NFE technical meeting with all the relevant

stakeholders to maintain momentum. These coordination meetings will serve as a vehicle for

disseminating good practices in implementing NFE services for IDPs and host learners thereby

increasing enrolment in ALP, AGLCs, and YLCs.

Do No Harm The transition plan that the project will put in place will be developed in collaboration with all

stakeholders. This will avoid possible clashes of interest.

1.3 Implementation Challenges

The project experienced the following implementation challenges and creatively proffered

solutions during the reporting period:

During the baseline assessment for SEL, data collection from internally displaced children’s

parents using the Strengths and Difficulties Questionnaire (SDQ) (which was to be completed

by the biological parents of the randomly sampled IDPs in each center) proved to be a major

challenge as most of the internally displaced children were relocated without their parents or in

some case had lost them during attacks. We were able to overcome this challenge by collecting

the required data from caregivers and facilitators who knew the learners’ background

information.

21

Communal crisis in Shongom in Gombe state

interrupted LF training before the post-test could be

administered. The project reconvened participants the

following week to complete the remaining sessions of

the training and administered the post-test.

In order to identify data from specific learning centers,

the project devised identification codes for each

learning center.

IDPs returning to their places of origin impacted

enrolment. CCs rose to the occasion by identifying

new IDP communities and or enrolling out-of-school

children from host communities.

Some sites identified by CCs did not have a roof to protect learners from rain and other

environmental effects. CCs are working to identify alternative learning spaces such as using

formal school premises after school hours, community town halls, and tents leveraged from

sister projects and government agencies.

1.4 M&E Plan Update

Review and Finalization of project’s M&E Activity Plan and monitoring tools development

The M&E activity plan was further updated during the reporting period after receiving feedback

from Monitoring and Evaluation Management Services (MEMS) II. The amendments have to do

with re-wording indicators to be consistent with USAID standard indicators, and making ECR

Intermediate Results (IRs) more results-oriented by focusing on one measurable variable at a time.

Both revisions led to a review of the ECR results framework (RF).

Verification of centers and monitoring tools development

During the reporting period, the M&E team conducted two visits to project sites to identify

communities where learning centers could be established; IDP populations in the different

communities, and to discern the skills that are worth acquiring in the communities. The visits

provided opportunities to meet with grantees’ M&E Officers and Program Officers. The team

shared monitoring tools that grantees will use for reporting and also called on grantees to forward

individual learning center time tables to ECR for record keeping and guidance. The monitoring

tools will ensure that quality and timely data are collected from centers.

Annual Status of Education Report (ASER) Baseline Assessment

Given the size of our project and the available time for administration of assessment and

intervention, the project found ASER to be an appropriate tool for assessing learning performance.

The instruments (also used in some African countries including Kenya, Mali, Tanzania, and

Senegal) were adapted to the Nigerian context.

Learning instruction under a tree at Tsangaya

Baban Dutse in Soro, Gamawa LGA

22

ECR developed six instruments as part of the

assessment. These included: Learner’s Questionnaire,

Reading Test (ASER), Mathematics Test (ASER),

Strengths and Difficulties Questionnaire (SEL tool for

learners), Strengths and Difficulties Questionnaire

(SEL tool for parents/caregivers), and Classroom

Observation Tool (for Reading lessons). Pre- and post-

test results showed that the enumerators’ (drawn from

government partner and NGOs in the three states of

ECR intervention) knowledge improved tremendously

following their attendance in the training.

300 learners and their parents/caregivers/learning

facilitators provided data during the assessment. The learners were drawn from fifteen learning

centers (five from each state) comprising eleven NFLCs, two YLCs and two AGCs. Processing of

the data is well underway. In addition to the data collected from learners and parents, classroom

observation was conducted in the selected 15 learning centers. Data will provide baseline

information on the learners and LFs to determine the extent to which the learners have learned and

LFs have improved their teaching.

INTEGRATION OF CROSS-CUTTING ISSUES AND USAID FORWARD

PRIORITIES

2.1 Gender Equality and Female Empowerment

ECR is making a conscious effort to ensure gender

balance in the provision of education in all NFLCs.

Efforts include equity in enrolment in the learning

centers and recruitment of female LFs and selection of

female enumerators and trainers. The charts show

enrolment figures across the states. The proportion as it

stands now is 53:47 in favor of boys. The figures to the

right show the number of female facilitators in ECR

learning centers as well as number of female members

of CCs across ECR states. ECR hired an equal number

An enumerator administering the Math test to a

learner at Talesse 1 NFLC in Balanga LGA of

Gombe. Photo by Nasir Muhammad.

Participants engaged in group work during instrument development workshop. Photo by Peter

Fujuno.

0

50

100

Adamawa Bauchi Gombe

Female Involvement in ECR Activities

Learning facilitators CC Members

An enumerator administering the Reading test to a

learner at Jubril Aminu NFLC in Song LGA of Adamawa. Photo by Habiba Ajufoh.

23

of male to female enumerators and master trainers.

Training of master trainers, mentors teachers and

government partners were open to both genders. Out of

23 trainers, 6 (26%) were females. Out of 294 Learning

Facilitators trained, 68 (23%) were females. The project

has tasked the CCs to make efforts to involve more

women in all activities.

The selection or formation of learning centers was

contingent upon concentration of IDPs in a community and the provision of a safe space provided

by the host community. Learning spaces are monitored by

the CCs and communities and a conscious effort is made to

ensure that girls enrolled do not have to walk a long distance

to reach these centers. Center facilitators are trained to not

discriminate against girls or boys. To the contrary, they are

encouraged to enhance their participation by involving them

in group work.

CC members were encouraged to work with women’s

groups to recruit women to be members of CCs. In one of

the CCs (Itas-Gadau) a woman, Hajiya Hadiza Ibrahim was

elected as chairperson. This is highly commendable as it

allows women to participate in decision- making processes.

Women formed 29% of the total CC members trained.

Similarly, adolescent girls learning centers have been established to further empower girls with economic

skills.

2.2 Sustainability Mechanisms

ECR makes deliberate effort to sustain its activities. The project engages MDAs at every step of

the project cycle. This involves planning, implementation, and monitoring. Key partners were

involved in the development of the Year One work plan, tools development and data collection

during CECA, as well as the baseline assessment.

Communities took an active role in identifying and providing learning spaces for NFLCs, and

sourcing LFs. They also serve as “watchdogs” to ensure the delivery of quality education.

Local NGOs were sourced and trained to receive grants to respond to emergency situations. A

major hallmark of our programming is community involvement. Forty-two action plans aimed at

supporting the education of internally displaced children and youth were developed by CCs.

While government institutions are leading efforts to provide services through these type of

engagements, communities have developed skills to further engage government institutions and

demand better services. Government institutions to date have provided instructional materials like

black boards, primers, Hausa readers (Koyon Karartu) and Hausa arithmetic (Koyon Lissafi) to

NFLCs.

Adolescent girls reading at Raga AGLC in

Gamawa LGA of Bauchi State. Photo by Helen

John.

24

The active engagement of community and government stakeholders will lay a strong foundation

from which sustainability will be built over the coming year.

2.3 Youth Development

The project continues to provide opportunities for youth. Eighty four centers (representing about

30% of all the learning centers) were set up for youth and adolescent girls. This comprises 42

AGLCs and 42 YLCs. These centers will provide Accelerated Basic Literacy Learning Program

in reading, numeracy and SEL as well as basic vocational skills.

2.4 Policy and Government

State Government MDAs overwhelmingly supported the project at various stages of

implementation. They took the driver’s seat during all the processes requiring policy approval. The

curriculum and scheme of work enhancement, learning material development, baseline instrument

development for reading, numeracy and SEL, and the infusion of national benchmarks into relevant

documents were led by government actors. The process helped to ensure that the documents

produced were both technically sound and politically appropriate. Preparations are well underway

for the development of a Community Education Handbook which will be developed in close

collaboration with government partners. This will serve as a resource material that will bridge the

gap between government and communities and lead to better education service delivery.

2.5 Local Capacity Development

The involvement of state partners in project activities was a step in the right direction. State

partners’ technical and management skills, whose primary duties involve planning, monitoring,

quality control, and supervision were enhanced through ECR’s various planning and program

development activities. During the reporting period, 18 enumerators (9 m, 9 f) together with 8

monitors were specifically involved in tools development and data collection during our baseline

assessment. ECR made efforts to involve state partners in all exercises with a view to inculcating

international best practices in data collection, verification, analysis, reporting and usage for purpose

of systematic decision making.

In addition, sixteen local NGO went through a week-long capacity building exercise that was aimed

at supporting them to execute their mandates professionally manifested through financial,

operational and institutional management of grants.

The training of 42 CCs provided community members an opportunity to develop skills to identify

their needs and to come up with innovative ways of solving them.

CSACEFA and FOMWAN have a wide range of membership, and the project is seizing this

opportunity to build their capacity in project management and resource mobilization. These local

partners were actively involved in the planning, implementation and reporting of all project

activities.

25

STAKEHOLDER PARTICIPATION AND INVOLVEMENT

3.1 Collaboration with USAID and other Implementing Partner projects

North East Regional Initiative

The collaboration which was discussed at both the project and mission level for support to

internally displaced children in Adamawa came to fruition with NERI’s initiative to support four

of the seven focal LGAs in Adamawa with items and equipment worth $98,788.24. The process

for procurement and supply of the items in Table 5 below has reached the final stage.

Table 5: List of items received through NERI support to ECR Adamawa

Item description/Specifications QTY

Outdoor Canvas Tents (Size: 16' x 14') 20

Children's School Bags (Medium size) 2000

School Bench (3 children per bench) for NFLC 680

Literacy & Numeracy Primer 2000

Black Board (wooden) 40

Chalk 40

Crayons 2000

Pencil Sharpener 2000

Mats (8 x 7 meter) 160

Monitoring and Evaluation Management Services (MEMS) II

ECR-MEMS collaboration resulted in firming up some indicator nomenclature and definitions

which would have been problematic by midterm or end of project review. The final document was

submitted to USAID.

Safe School Initiative (SSI) - UNICEF/DFID

The project reviewed some of the instruments used by SSI for use during CECA. By extension,

instruments used for Yobe Rapid Situation Assessment (RSA) were also an abridged sample from

the previous instruments.

One of the objectives of SSI is to reduce transaction costs by pooling funds and through harmonized

results reporting. The project held a series of meetings to ensure synergy especially with our

activities in Adamawa state where SSI is also working.

ECR proposed synergy in areas of school support where SSI could support ECR’s learning centers

through program-related infrastructure and equipment as well as provision of UNICEF “School-

in-a-Box” (teaching and learning materials). It was also proposed to share information on data and

location of IDPs in host communities and share community-based preventative strategies for safer

learning environments for the IDPs.

26

Since ECR plans to mainstream learners from its learning centers to formal schools on an annual

basis, the project also proposed that SSI takes over the support of children mainstreamed from our

centers to formal schools to ensure retention and completion of basic education. It was also agreed

to explore the possibility of joint teacher training for teachers and facilitators with a focus on

reading.

Since most IDPs live in host communities, ECR proposed a joint technical approach on advocacy

to both governments and communities hosting IDPs as well as creation of awareness for policy

issues arising from the education of the internally displaced children within their host state.

SSI in sum, mapped out the following outputs as benchmarks for monitoring SSI progress related

to ECR project:

SSI to provide school-in-a-box kits, first aid boxes, water sanitizers/guards, and nutrition

support for IDPs in ECR project states.

Extend nutrition and income generating support for IDP households, and caregivers

(mothers) of IDPs enrolled in ECR project NFLCs, AGLCs and YLCs across project states.

SSI to provide any other support for use by the 14,700 learners (IDP children) in the 294

Non Formal Learning Centers across Bauchi, Adamawa and Gombe States.

ECR to provide technical training (EiE, Conflict sensitive education, SEL (healing

classrooms strategies)) for all teachers in SSI supported schools across projects (N.B. SSI

will provide for the training).

SSI to provide scholastic materials and other school support for IDPs identified for

mainstreaming into formal schools within ECR project communities (these are children

who were in school before displacement, thus non-formal education might not be

appropriate and might need to be reintegrated immediately to formal schools.)

SSI to establish NFLC, AGLC and YLCs (with ECR technical support) to target out-of-

school children in communities with high numbers of IDPs (children, adolescent girls and

youth) beyond ECR project provision and target. Here, ECR will provide technical support

in setting up the centers, management structure and facilitator training.

Provide collaborative support in terms of funding and technical capacity building on

Education in Emergency (EiE), conflict sensitive education and Social Emotional Learning

(SEL) to TWG, PCG/Steering committees, Community Coalitions (CCs) and sub-grantee

NGOs.

Strengthen coordination of education service provision and humanitarian assistance by

synergizing the standing committees (e.g. Basic Education Steering Committee led by MoE

and State Humanitarian Coordination Group led by SEMA in project states).

Despite this initiative and high-level discussion involving the project’s AOR at USAID/Nigeria,

these are yet to be actualized.

MANAGEMENT AND ADMINISTRATIVE ISSUES

The project strengthened its working relationships with local state counterparts in Adamawa,

Bauchi and Gombe states and ensured that there existed a shared understanding of the project. It

also succeeded in putting in place project management systems to support operations, track

27

progress to assure quality as well as respond to other state field teams, Creative HQ and USAID

requests.

Following the election that brought a change in government in two of the ECR project states, the

project will engage relevant Commissioners/Executive Chairmen of focal MDAs, and LGAs to

share project goals, objectives, implementation strategies and expected outputs.

To ensure adequate tracking of all project implementation activities, weekly reports/briefs were

shared with USAID and program staff. This was followed up by a technical summit which provided

all staff the opportunity to deepen their understanding of working in crisis and conflict education

environment.

ECR submitted three video clips, three success stories, and a fact sheet on ECR promotional

purposes.

Planning for PY2 activities will commence in Quarter Four and will be completed in September.

State level review exercises that involve local counterparts will precede the PY2 Work Planning

Workshop.

Meetings at different levels were held to ensure constant feedback from both management and field

operations. Such meetings included weekly technical meetings, monthly general staff meetings and

weekly/monthly component reviews of the work plan and budget.

ECR developed a project-wide procurement plan using documents provided by Creative HQ. In

view of the extra security needs identified in Adamawa, Bauchi and Gombe states, the project is

working with HQ to improve and provide additional security support. This activity is expected to

be concluded by the end of August 2015.

LESSONS LEARNED

The lessons learned during this period are as follows:

Involving Government partners at every stage of the project cycle has spurred them to action

in supporting the project programs, and gives them a sense of belonging. This led to greater

acceptance in the host communities and government institutions.

Baseline Assessment Tools namely Annual Status Education Report (ASER), Strength and

Difficulties Questionnaire (SDQ) and Classroom Observation were developed with full

participation of government partners. This gave them an insight on how to use the monitoring

instrument at the beginning, in the middle and at the end stages of the program.

We recognize that emphasizing community-based initiatives at a reasonable pace that allows

for ease and comfort of implementation is a critical approach to the activity working well.

Involving community leaders and other stakeholders in the establishment of the learning

centers helped a lot in ensuring safe and protective environments for learners and encouraged

a sense of ownership.

Recruitment of LFs was done in an open manner, likewise recruiting qualified members of

the communities as LFs helped, in some ways, to provide some amount of security to the

learners.

28

Communities, when properly mobilized and encouraged, are willing to engage in self-help

ventures like assisting IDPs in their communities. For instance, the involvement of

communities and CCs in monitoring NFLCs ensured timely attendance of LFs to the centers.

Creating opportunities for IDP learners to participate in recreational activities together and

grouping for academic work reduced anxiety, prejudice, discrimination, melancholy,

exclusion and promoted positive social actions like laughing, feeling happy, jubilation and

expressions of hope. This was largely as a result of the infusion of social and emotional

competencies into the enhanced curriculum for learners.

It was learned during the baseline assessment that female parents/caregivers are more willing

to participate and respond to items in a questionnaire about their children/ward than the male

parents/caregivers. This also included providing correct responses or true behavior and

feelings of their children when interviewed.

The targeted beneficiaries (IDPs) are mobile in nature thus making effective and efficient

planning more challenging.

PLANNED ACTIVITIES FOR NEXT QUARTER

IR1: Increased availability of quality and safe NFE and alternative education opportunities

For quality instructional delivery, NFE centers will be provided with additional scholastic

instructional materials across the three project states. 294 NFLCs will benefit from this initiative.

With the establishment of 294 learning centers (which included Youth and Adolescent Girls

Learning Centers), low cost and marketable skills will be identified in consultation with the

beneficiaries and communities across the states. Grantees will continue monitoring and supporting

the activities of the 296 centers. CSACEFA and FOMWAN will conduct joint monitoring with

state LGAs and CCs to centers and provide logistics support for mentor teachers to support LFs.

The first rolling assessment will be conducted to assess program implementation on the basis of

project assumptions and to take appropriate remedial actions as deemed necessary. Routine

monitoring will contribute substantially to this IR. Our monitoring instrument, which was informed

by criteria for safety in learning spaces captures appropriate factors in quality assurance of learning

centers, including safety and quality of the learning spaces.

IR2: Improved quality of instruction in NFE and alternative education programs

In collaboration with NFE TWG, teacher training institutions and other relevant state actors, the

project will adapt the Zambian school-based coaching handbook and train mentor teachers.

Grantees and CCs members will be trained to support mentor teachers in mentoring and coaching

support.

CSACEFA and FOMWAN will support the visit of 14 LGEA mentor teachers in each state to

monitor and mentor LFs on instructional delivery.

The M&E team will set up monitoring mechanisms on all activities.

29

IR3: Increased community engagement and support for schooling in targeted NFE communities

The project will train 42 CCs in the three states in collaboration with CSACEFA and FOMWAN.

ECR will ensure that CCs mobilize communities on the importance of equitable access to quality,

safe and relevant education for YLCs and AGLCs.

The project will organize a study tour for ANFEA/SAME, SUBEB and community members to

CCs established by NEI. This will provide them with hands-on field experience of a fully

functional and active CC in order to replicate promising practices in their own communities.

Following this exercise, a two-day workshop will be conducted to document lessons learned from

the study tour.

The project will continue its collaboration with CSACEFA and FOMWAN to support CSOs and

CCs to implement their action plans. CSACEFA and FOMWAN will participate in the sensitization

of CSOs, CCs and local education support groups on NFE policy including benchmarks and their

roles in delivery.

CSACEFA and FOMWAN in collaboration with the project will support CSOs and CCs in

mobilizing communities on the importance of equitable access to quality, safe and relevant

education. They will also play an active role in supporting CCs to form youth groups to sensitize

village and ward heads, religious leaders and local education stakeholders (SBMCs, mothers clubs,

CSOs) to demand quality education services. FOMWAN will target IDP women affected by crisis

or violence to provide counselling across the three states.

FOMWAN will conduct palace-based sensitization visits with community heads, religious leaders

and ward heads to discuss support for IDPs children. Also, FOMWAN program officers in

collaboration with the State Amirah will conduct compound meetings with mothers and caregivers

on the importance of access to learning and equal opportunities for all children and supporting their

children (especially girls) to enroll and attend NFLCs.

IR 4: Increased state and local governments and civil society support for NFE and alternative education

options

The project, in collaboration CSACEFA and FOMWAN, will sensitize communities on the

importance of peace-building, while conducting advocacy visits to the State House Assembly,

SUBEB, Ministry of Finance (MOF), and Ministry of Education (MOE) to ensure budgetary

support and collaboration.

The project will collaborate with community groups, CAN, JNI, and other stakeholders to sensitize

communities on the importance of reconciliation and peace-building. Advocacy visits will be

conducted to State Houses of Assembly, SAME, SUBEB, MOF, MOE, Directorate of Tsangaya

Education/Tsangaya Association and LGEAs to intimate the new executives about the ECR project

and secure their buy-in. ECR will also assist FOMWAN and CSACEFA in developing advocacy

plans and conducting campaigns to build support for on-going government funding.

The project will hold meetings to identify lessons learned, good practices, and training needs from

CCs, CSOs, and other stakeholders. One field visit will be organized for top government officials

30

(SAME/SUBEB) to have a sense of what is happening in the field and project progress.

Community Coalitions will be supported to participate in PCG meetings and present plans for

government funding.

The project will conduct workshop for CC and CSOs to strengthen their capacity to mobilize funds

from state and local government and develop plans to obtain support. ECR will also kick-start

discussions for state and local government to include funds for NFE activities in their annual

budget. The project will establish a project PCG by bringing together critical decision makers from

state and local government agencies to provide advice and learn from project activities. Meetings

with the PCG and the TWG will include learning to share, discuss, analyse and disseminate

findings from the project to apply for improvements over the life-of-the-project. CSOs, PCGs and

CCs will use project results to conduct advocacy to relevant policy makers at state and LGA levels.

ANNEX A: PROGRESS SUMMARY

Indicator Data

Source

Baseline

data FY 2014 Quarterly Status - FY 2014

Annual

Performa

nce

Achieved

to Date

(in %)

Comment(s)

Year Value

Annual

Cumula

tive

Planned

target

Annual

Cumulat

ive

Actual

Q1 Q2 Q3 Q4

Goal: Expand access to quality and protective non-formal education (NFE) and alternative education opportunities for out-of-(formal) school children; age 6-17 in three

states.

1. # of learners enrolled in primary

schools and/or non-school based

setting with USG-support* (3.2.1-14)

NIL FY14 11,760 11,760 0 0

953 (517m,

436f) (Bau

144m, 156f,

Gom 175m,

125f, Adam

198m, 155f)

14029 (7678m,

6351f):

Bau 4477, (2243m,

2234f); Gom 4905

(2788m, 2117f); Adam

4647 (2647m, 2000f)

119%

Target Exceeded:

Influx of IDPs and

community

involvement in, and

support for ECR

activities.

2. # of new entrants in non-formal

learning centers (NFLCs) and

alternative education (AE) centers*

NIL FY14 11,760 11,760 0 0

953 (517m,

436f) (Bau

144m, 156f,

Gom 175m,

125f, Adam

198m, 155f)

14029 (7678m,

6351f):

Bau 4477, (2243m,

2234f); Gom 4905

(2788m, 2117f); Adam

4647 (2647m, 2000f)

119%

Target Exceeded:

Influx of IDPs and

community

involvement in, and

support for ECR

activities.

3. # of learners receiving reading

interventions at the primary or

equivalent level** (3.12.1-35)

NIL FY14 11,760 11,760 0 0

953 (517m,

436f) (Bau

144m, 156f,

Gom 175m,

125f, Adam

198m, 155f)

14029 (7678m,

6351f):

Bau 4477, (2243m,

2234f); Gom 4905

(2788m, 2117f); Adam

4647 (2647m, 2000f)

119%

Target Exceeded:

Influx of IDPs and

community

involvement in, and

support for ECR

activities.

32

Indicator Data

Source

Baseline

data FY 2014 Quarterly Status - FY 2014

Annual

Performa

nce

Achieved

to Date

(in %)

Comment(s)

Year Value

Annual

Cumula

tive

Planned

target

Annual

Cumulat

ive

Actual

Q1 Q2 Q3 Q4

4. #/% of learners who complete the

NFE/AE program * NIL FY14 65% 65% 0 0 NA NA *

To be reported in Q4

ended

5. Proportion of students who, by the

end of one full year of NFE

education (equivalent to Grade 2),

demonstrate that they can read and

understand the meaning of grade

level equivalent text *(3.12.1-27)

NIL FY14 30% 30% 0 0 NA NA *

To be reported in Q4

6. #/% of learners in NFLC/AE & FS

who meet or surpass criteria for

socio-emotional competency**

NIL FY14 65% 65% 0 0 NA NA *

To be reported in Q4

7. #/% of NFLC/AE learners

transitioning to formal schooling (FS) NIL FY14 10% 10% 0 0 NA NA *

To be reported in Q4

8. % of LF/coaches in NFLC/AEs who

meet/surpass performance criteria* NIL FY14 65% 65% 0 0 NA NA *

To be reported in Q4

IR 1: Increased availability of quality and safe NFE and alternative education opportunities

Sub-IR 1.1: Establish safe non-formal and alternative education opportunities

9. # of USG supported learning spaces

meeting criteria for safe schools

program* (3.2.1- 40)

NIL FY14 65% 65% 0 0 19 ( 6)% 268 (91%)

91%

Target exceeded by

26%. The criteria

were discussed and

strictly followed in

ECR’s establishment

of learning centers

Sub-IR 1.2: Integrate Accelerated Learning Programs (ALPs) for core academic subjects, life skills and socio-emotional learning (SEL) services into NFE and alternative

learning programs

33

Indicator Data

Source

Baseline

data FY 2014 Quarterly Status - FY 2014

Annual

Performa

nce

Achieved

to Date

(in %)

Comment(s)

Year Value

Annual

Cumula

tive

Planned

target

Annual

Cumulat

ive

Actual

Q1 Q2 Q3 Q4

IR 2: Improved quality of instruction in NFE and alternative education programs

Sub-IR 2.1: Increase the number and improve the capacity of LFs to provide literacy, numeracy and life skills instruction and SEL services

10. # of teachers/educators/teaching

assistants who successfully complete

in-service training or received

intensive coaching or mentoring with

USG support** (3.2.1-31)

NIL FY14 348 348 0 0 19 (5%) (15m,

4f)

464 (342m, 121f):

Bau 153 (118m, 35f);

Gom 154 (117m, 37f);

Ada 157 (108m, 49f)

133%

Exceeded targets by

33%:

LFs have completed

intensive five days

training.

Supplementary

mentorship program

is ongoing.

Sub-IR 2.2: Establish a coaching/mentoring system to support LFs in NFE and alternative learning centers

Sub-IR 2.3: Develop/adapt and distribute quality teaching and learning materials in NFE and alterative learning centers

11. # of textbooks and other

teaching and learning materials

(TLM) provided with USG

assistance ** (3.2.1-33)

NIL FY14

S:

11,760

T: 348

S:

11,760

T: 348

0 0 L 953

T 19

L 14,029

T 296

L 119%

T 101%

Target exceeded:

Influx of IDPs,

which was

anticipated at

procurement stage

IR 3: Increased community engagement and support of schooling in targeted NFE communities

Sub-IR 3.1: Increase awareness of the importance of schooling and non-formal and alternative education opportunities

Sub-IR 3.2: Strengthen or activate community education support groups/committees

12. #/% of CSOs/NGOs and CCs

supporting and advocating for

conflict-sensitive education in

NFLC/AE/FSs **

NIL FY14 56 56 0 0 3 (23%)

56:14 NGOs (Bau:4,

Gom 5, Ada 5), 42

CCs (14/state)

100% Target met

34

Indicator Data

Source

Baseline

data FY 2014 Quarterly Status - FY 2014

Annual

Performa

nce

Achieved

to Date

(in %)

Comment(s)

Year Value

Annual

Cumula

tive

Planned

target

Annual

Cumulat

ive

Actual

Q1 Q2 Q3 Q4

13. # of NFLC/AE/FSs supported by

CCs NIL FY14

NFLC:

294

FS: 40

NFLC:

294

FS: 40

0 0 19 NFLC

FS 0

296 NFLC (294 NFE

centers & 2 CPC,

(Bau: 98 NFLC,

Gom: 98 NFLC, 1

CPC; Ada: 98NFLC,

, 1 CPC)

FS: 42 (14 in each

state) ,,

NFLC 101%

FS 105%*

Exceeded targets by

1%: This is because

two additional

centers were

established for the

physically

challenged children

IR 4: Increased state and local governments and civil society support for NFE and alternative education schools/centers options

Sub-IR 4.1: Align and operationalize policies to support NFE and alternative learning centers

Sub-IR 4.2: Increase state and local resources (funds, teachers, supervision, etc.) for NFE and alternative education options

Sub-IR 4.3: Assist development of transition plans for state and local government support of NFE and alternative learning centers

14. # of laws, policies, regulations, or

guidelines developed or modified to

improve primary reading programs or

increase equitable access* (3.2.1-38)

NIL FY14 3 3 0 0 0 2 66%

Elements of NFE

National Benchmark

integrated into ECR

programing i.e.

Enhanced

Curriculum;

curriculum Scope

and Sequence.

35

Indicator Data

Source

Baseline

data FY 2014 Quarterly Status - FY 2014

Annual

Performa

nce

Achieved

to Date

(in %)

Comment(s)

Year Value

Annual

Cumula

tive

Planned

target

Annual

Cumulat

ive

Actual

Q1 Q2 Q3 Q4

15. # of NFLC/AEs supported by

project that receive resources from

the government

NIL FY14 294 294 0 0 19 0 6% To be reported in Q4

ANNEX B: TRAINET REPORT

Training Description Location Male Female Total

Institutional Capacity training for

NGOs Bauchi 19 13 32

Training of Master Trainers on

Community Coalition formation Bauchi 5 1 6

Baseline Assessment Tools

Development and enumerators

training Workshop Gombe 17 9 26

Community Coalition training on

Planning & IDP support Bauchi 109 31 140

Community Coalition training on

Planning & IDP support Gombe 114 25 139

Community Coalition training on

Planning & IDP support Adamawa 81 31 112

Learning Facilitators training Bauchi 112 33 145

Learning Facilitators training Gombe 112 34 146

Learning Facilitators training Adamawa 102 48 150

Total 326 115 441

Material Development Workshop Bauchi 6 2 8

Material Development Workshop Gombe 5 3 8

Material Development Workshop Adamawa 6 1 7

Total 17 6 23

Training Master Trainers Bauchi 6 2 8

Training Master Trainers Gombe 5 3 8

Training Master Trainers Adamawa 6 1 7

Total 17 6 23

ANNEX C: TRAINING PLAN

S/N Topic Location Proposed

date

Participants Budget Output

1 Training of

Mentor

Teachers

Bauchi 27 July to

August 1,

2015

48 ( 2 officers

from 21

LGEAs, 3

CSACEFA, 3

FOMWAN

N134,560 48 Mentors

trained on

classroom

management

37

ANNEX D: SUCCESS STORIES

Nigeria Education Crisis Response provides access to

quality basic education to internally displaced children

and youth An insurgency in

Nigeria’s northeastern

region has forcibly

displaced hundreds of

thousands of children,

youth and adolescents not

only from their homes but

also from their schools.

The Nigeria Education

Crisis Response project,

funded by the U.S.

Agency for International

Development, expands

access to quality

education opportunities

for displaced and out-of-

school children and youth.

The three-year program

was implemented in 2015

by Creative Associates

International with the

collaboration of

relevant ministries,

departments and

agencies in Bauchi,

Gombe and Adamawa

states.

According to the

program’s Community

Education Conflict

Assessment, Nigeria’s

displaced as well as host communities expressed fear about potential violence

and reported feeling disempowered financially.

Without financial resources to pay for school fees, uniform and supplies

associated with both formal and non-formal schools, IDPs and affected host

communities have limited access to education. And yet, despite expressions

of fear, stigma and disempowerment, the displaced also voiced an overwhelming resolve and appreciation for

their children to continue their education.

The Nigeria Education Crisis Response project has received broad support from state governments and

community and religious leaders since its launch in January 2015. In the first six months, stakeholder donations

were valued at more than $109,000, including support from the Adult and Non-Formal Education Agency

(ANFEA), National Mass Education Commission (NMEC), respective states Universal Basic Education Boards

(SUBEBs), Ministry of Education (MoE), State Agency for Mass Education (SAME), UNICEF, ECHO

Children of Peace, and North Education Region Initiative (NERI).

The State Agency for Mass Education (SAME) donated instructional materials for distribution

to learners in Bauchi. Picture: Helen John.

Sabon Kaura children in newly donated jerseys from Washington, D.C. youth pose

with Creative Associates International’s

Michael Zamba.

The Project Director and the Teacher Education Advisor pose with elementary primers donated to

the IDP learners by National Mass Education

Commission in Bauchi Sate. Photo: Titus Ibi.

Stakeholder Support:

The Education Crisis Response

project has received wide-

spread community, state,

national and international

support. To date, stakeholder

donations have been valued at

more than N21.7 Million

($109,000), and includes

nutritional, psychosocial and

scholastic material support.

Project Impact:

Over 14,000 internally

displaced children and youth,

including out-of-school

children and adolescent youths

enrolled in 296 non-formal

education centers across

Adamawa, Bauchi and Gombe

states, have benefited from

these donations.

38

State Agency for Mass Education (SAME) donated

instructional materials worth N118, 200 ($675) to IDP

learners, including chalk, blackboards, pencils, erasers

and sharpeners, learner primers, exercise books, center

registers and facilitator guides.

Bauchi State Agency for Mass Education (BASAME)

provided IDP learners with materials valued at N197,

000.00 ($985.00), including literacy primers, exercise

books, pencils and erasers, blackboards, school registers

and diaries.

National Commission for Mass Education (NMEC)

donated elementary primers worth 1.2 million naira

($6,000) to improve reading fluencies, mathematics and

life skills, benefiting more than 8,800 internally

displaced children enrolled in the 197 non-formal

learning centers in Bauchi and Gombe States.

Non-formal Education Agency (ANFEA) donated basic

literacy English primers, Hausa primers, radio primers

and curriculum guides valued at N311, 600.00 ($1,

558.00). These materials were distributed to the Non

Formal Learning Centers in Bauchi and Gombe States.

USAID-funded North East Region Initiative (NERI) has

supported 4 of the 7 focal LGAs in Adamawa with items

and equipment worth $98,788.24.

A U.S.-based football team comprised of young

teenagers purchased and donated 14 new football jerseys

worth N150, 000 ($750) to IDPs learners in Sabon Kaura

NFLCs in Bauchi State.

More than 14,000 (47 % females; 30% youths) IDP learners are

enrolled in and benefiting from the USAID accelerated learning basic literacy program because of these

donations.

The Executive Secretary Bauchi State Agency for Mass Education (BASAME), Hajiya Yelwa Abubakar Tafawa Balewa

(left) donating learning materials to show government acceptance and support to ECR Project in Bauchi State.

Picture: Alade Peter.

The traditional leader of Tirwun (middle) receiving gifts from AIT/Ray power staff on behalf of IDPs

living in his community

39

ANNEX E: SAMPLE OF APTITUDE TEST ADMINISTERED TO

SCREEN LEARNING FACILITATORS IN APRIL, 2015

Instructions:

Answer ALL questions. Write your name CLEARLY on your answer sheet.

Time: 45 minutes.

Total available scores: 50 marks (expected answers in red and highlight)

Section 1:

1. Solve the following problems (8 marks: 4 each)

a. 7 4 8

+ 4 5 1

11 9 9

b. 5 0 6

- 3 5 9

1 4 7

2. If four (4) children complete an activity in 24 minutes, how many minutes/hours will it

take

a. One (1) child to complete the same task? ( 96 minutes/ 1Hr. 36mins)

b. Six (6) children to complete the same task? ( 16 {96/6} minutes)

(10 marks: 5 marks each)

Section 2:

Read and study the case below and highlight the main (28 marks)

1. Positive action/issues (3 issues: 12 marks)

2. Negative action/issues ( 4 issues: 16marks)

A non-formal learning center in a rural community has 74 pupils and 2 teachers divided into

two classroom spaces. All the children were seated in twos or threes on a seat. The two teachers

teach numeracy, literacy, and life skills and facilitate social and emotional learning in each of

the classes.

One of the teachers arrived 30 minutes after the first lesson began. S/he asked some of the

children why they were not wearing ‘school’ uniform and sent them out of the class. A mentor

teacher arrived later and met the children standing outside the class, picked a cane and drove

them from disturbing the class activity.

3. Correct the sum below: (4 marks)

3 5 4

+ 8 7 2

11 12 6

3 5 4

+ 8 7 2

12 2 6

40

ANNEX F: EXAMPLE OF NUMERACY CURRICULUM BROKEN

INTO SCOPE AND SEQUENCE

Week (Start/End) Theme Topic Objectives/Sub-competencies Learners’ Activities Sample/Reference

Scripted Lesson

Sat. 1-Aug to Fri.

7-Aug 2015

Numbers and

Numeration

Numbers 1-

9

Learners should be able to:

Recognize Numbers 1-9 Read Numbers 1-9

Write Numbers 1-9

Counting; Identification;

Reading; Drills

I Can Count!

(Page 156)

Numbers 1-

9

Learners should be able to:

Write Numbers 1-9

Counting; Writing; Reading;

Drills

Number

Zero (0)

Learners should be able to:

Recognize number 0 as a place holder

Read numbers 0 Write numbers 0

Identification

Reading

Writing Games

The concept of zero (0)

(Page 170)

Basic

Operations

Addition Learners should be able to

Recognize the addition sign [+] Add single-digit numbers

Explanation; Practice drill;

Reading; Copying; Demonstration; Identification

Addition (Page 159)

Subtraction Learners should be able to ;

Recognize the subtraction sign [-]

Subtract single-digit numbers

Discussion; Practical drill;

Reading; Copying;

Demonstration

Subtraction (Page 162)

Multiplicati

on

Learners should be able to

Recognize the multiplication sign [x] Use the multiplication table

Discussion; Categorization;

Practice drill; Reading; Copying; Identification;

Demonstration

Twos, threes and fours

(Multiplication) (Page 166)

Division Learners should be able to:

Recognize the division sign(÷) Divide one digit number by another

Discussion

Categorization Practice drill

Reading

Copying

Division of numbers

(Page 173)

Sat. 8-Aug to Fri.

14-Aug 2015

Numbers and

Numeration

Numbers

10-99

Learners should be able to:

Recognize numbers 10-99

Read numbers 10-99 Write Numbers 10-99

Identification;

Categorization; Practice drill;

Reading; Writing

(Page 179) as guide to

develop an appropriate

plan

Numbers

100-999

Learners should be able to:

Recognition of numbers 100-999

Read numbers 100-999 Write numbers 100-999

Identification;

Categorization; Practice drill;

Reading; Writing

(Page 179) as guide to

develop an appropriate

plan

Numbers

1000-9999

Learners should be able to:

Recognition of numbers 1000-9999

Read numbers 1000-9999

Write numbers 1000-9999

Identification;

Categorization; Practice drill;

Reading; Writing

(Page 179) as guide to

develop an appropriate

plan

Numbers as labels

Learners should be able to: Identify and associate numbers given to represent

items/objects in a list up to 20

Arranging; Matching; Categorization

(Page 179) as guide to develop an appropriate

plan

Sat. 15-Aug to Fri.

21-Aug 2015

Basic

Operations Basic

Operations

Addition Learners should be able to

Add two- and three-digit numbers with carrying Give meaningful estimate of sums

Explanation; Practice drill;

Reading; Copying; Demonstration; Identification

(Page 182) as guide to

develop an appropriate plan

Subtraction Learners should be able to ;

Subtract double-digit numbers Subtract three-digit numbers

Subtract one-digit numbers from two-digit

numbers without borrowing Subtract two-digit numbers from three-digit

numbers without borrowing

Discussion; Practical drill;

Reading; Copying; Demonstration

(Page 185) as guide to

develop an appropriate plan

Sat. 22-Aug to Fri.

28-Aug 2015

Multiplicati

on

Learners should be able to:

Use the multiplication table Multiple single-digit numbers

Multiply single-digit numbers by double digit

numbers

Multiply double-digit numbers

Giving meaningful estimate of products

Discussion

Categorization Practice drill

Reading

Copying

Identification

Demonstration

(Page 182) as guide to

develop an appropriate plan

Division Learners should be able to: Divide two-digit numbers by one-digit numbers

Divide three-digit numbers by one-digit numbers

State the remainder in divisions of one digit number by another

Discussion; Categorization; Practice drill; Reading;

Copying

(Page 196) as guide to develop an appropriate

plan

Mid Programme Revision/Internal Test – Number Recognition, Writing and Basic Operations

Sat. 29-Aug to Fri.

4-Sep 2015

Geometry 3D Shapes Learners should be able to:

Mention solid shapes in homes and environment Sort out cubes, cuboids, cylinders and spheres

Identify and name cubes, cuboids, cylinders and

Identification

Demonstration Sorting

Naming

3-dimensional shapes

(Page 196)

41

Week (Start/End) Theme Topic Objectives/Sub-competencies Learners’ Activities Sample/Reference

Scripted Lesson

spheres Matching

2D Shapes Identify a square, a rectangle and a circle

Match and name a square, a rectangle and a circle

Distinguish between squares and rectangles Mention square, rectangular, circular shapes

found in homes and environment

Identification;

Demonstration; Sorting;

Naming; Matching

2- dimensional shapes

(Page 199)

Sat. 5-Sep to Fri.

11-Sep 2015

Numbers and Numeration

Even Numbers

Learners should be able to: Identify even numbers up to 20

Sorting; Identification Categorization; Reading;

Writing; Number game

(Page 225) as guide to develop an appropriate

plan

Odd

Numbers

Learners should be able to:

Identify odd numbers up to 19

Sorting; Identification

Categorization; Reading; Writing; Number game

(Page 225) as guide to

develop an appropriate plan

Factors Learners should be able to:

Identify the factors of 1,2, 3, …, 20

Identification; Writing

Reading; Number game

Factors (Page 202)

Multiples Learners should be able to: Identify the multiples of 1,2,3,4,5 & 10

Identification; Writing Reading; Number; game

Multiples (Page 207)

Fractions Learners should be able to:

Identify ½ and ¼ using concrete objects

Identify; Demonstrate Halves and Quarters

(Page 189)

Sat. 12-Sep to Fri.

18-Sep 2015

Measurement Money: Nigerian

currency

Learners should be able to: Identify the naira and kobo symbols

State naira and kobo denominations

Discussion; Categorization Practice drill; Reading

Copying; Identification

Dealing with money (Page 193)

Time Learners should be able to: Read time

Identify the standard unit of measuring time

State the relationship among units of time: Seconds; Minutes; Hours; Days; Weeks; Months;

Year

Discussion Role playing

Practice drill

Identification Demonstration

If Today is Tuesday (Page 176)

Time (Page 180)

Sat. 19-Sep to Fri.

25-Sep 2015

Distance Measure length Identify the standard unit of measuring lengths

Recognize the relationship among standard units

of measuring lengths: Millimeter; Centimeter; Decimeter

Meter; Kilometer;

Discussion; Measurement; Copying; Practice drill

Identification; Demonstration

How long is it? (Page 185)

Sat. 26-Sep to Fri.

2-Oct 2015

Statistics Data in list

and table

Learners should be able to:

Read and interpret information from tables Read and represent information on pictogram

Identify; Interpret

Read; Count

Counting with Pictures

(Page 235)

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ANNEX G: SAMPLE COMMUNITY COALITION (CC) ACTION PLAN

FROM JUNE – DECEMBER 2015 FOR TORO DISTRICT CC OF

BAUCHI STATE

OBJECTIVE ACTIVITIES MEANS OF

VERIFICATION

PERSONNEL

RESPONSIBLE

TIMELINE RESOURCES

NEEDED

1. To identify IDPs

center and form

safe school

communities

a. Holding meeting of

CC

Attendance list &

minute of meetings

Chairman.

1st 2 weeks of

June.

Venue,

transportation,

writing

materials,

camera/

handsets.

b. Visit IDPs to identify

NFLCs & form a 3 –

4-man safe school

committee

List of NFLCs

visited, pictures, list

of safe school

committee members

for each center,

report of IDP site

visited

2. Collaborate with

faith based

organizations.

JNI, CAN, &

others

stakeholders to

sensitize

communities on

the importance of

peace building

a. Courtesy call to

religious leaders to

promote

reconciliation and

peace building.

Attendance list

minute of

meetings

List of community

stakeholders

Report of

activities.

Chairman

1st 2 weeks of

August, 2015

b. Advocacy visit to

community Radio to

promote peace

building and

reconciliation

3. To form youth

groups to

sensitize

village/ward

heads, Religious

gate keepers,

Local education

stakeholders

(SBMC, women

groups, CSO) to

demand for

education service

Advocacy visit to the

community and religious

leaders

conduct meeting with the

local education,

stakeholders (SBMC,

PTA, CSOs, youth

women & men groups)

Attendance list,

Report

Minute of meeting,

Chairman

1st 2 weeks of sept.

4. To strengthen

coordination

To hold monthly CC

meeting

Attendance list,

Minute of meeting

Chairman Monthly

5. To strengthen

NFLC

activities

through

Conduct supportive

supervision and

monitoring visits to all

the NFLCs

Pictures, monitoring

Reports

Chairman

Monthly

43

ANNEX H: SAMPLE SEL SCRIPTED LESSON

Title: Developing Empathy

Skills: Recognize, accept and respond to the feelings and perspectives of others

Time: 30 Minutes

Learning Objective: By the end of the lesson, learners should be able to:

1. Define empathy

2. Identify ways to show empathy to others

Materials: flash cards showing faces expressing the following feelings: joy; sadness; anger; excitement; fear

Previous Knowledge: Learners have learned that others have feelings that are similar but not the same as theirs.

Facilitator’s Tips:

When children put themselves in another persons’ shoes, they will be more sensitive to what the

person is feeling and would most likely not do to him or her what they would not what him or her to do

to them (eg. Bullying, teasing, stealing)

In order to create a warm, friendly and safe school environment and a better society, children need to

learn to be sensitive to the feelings of others

Teacher should prepare the needed materials before they class and try to make the stories seem very real

to the learners. Avoid the use of names that correspond to the learners’ names.

Important Ideas: Children should be responsive to others’ feelings throughout this class.

On -going Assessment: As the class progresses, pay attention to any of the learners who might be sad or crying. Then inform the

class that not everyone is happy, and we should be aware of our friends’ feelings. We should all try to make

one another happy.

Step & Icons Time Activity procedure

5 Minutes Introduction

State: In the last lesson, we learned that others have feelings that are

similar but not the same as ours.

Say: Everyone take one minute to identify how you are feeling today.

Ask: Would anyone like to share with us how he or she is feeling today?

Call on 3 – 4 learners. After they respond, restate how that person says

that s/he is feeling.

Say: We can see that sometimes, we do not all feel the same way. There

are many reasons that make us feel the way we feel. It is very important

to understand how others feel.

Say: When we understand how others feel, then we are empathetic.

Ask students: Has anyone heard the word “empathy”? Does anyone have

an idea about what it might mean?

Call on up to 3 learners to respond.

Explain: Empathy is understanding how another person feels.

Say: Putting ourselves in other people’s shoes means that we feel the way

others feel.

10 Minutes Place the prepared flashcards on the board or around the room.

For each card on the board, ask the learners:

o What do you think is happening to this person?

o Have you ever felt this feeling before?

o What made you feel that way?

o Do you know anyone that felt that way?

44

Step & Icons Time Activity procedure

o What did you do?

Thank the learners for their responses and sharing their experiences.

10 Minutes First explain the directions, then divide the class into groups of threes.

Say: Now we are going to break into small groups to create and act out

stories that relate to all of the feelings we have discussed.

Say: Each group will get one flash card from the board. One learner in

the group will assume the role of the character on the flash card. The

others will pay attention to him or her as s/he tells his/her story.

Say: The other members of the group should then demonstrate

appropriate empathetic behavior. For example, if I were to respond to

sadness, I would first ask my partner what she or he is feeling, and then

why she or he is feeling sad. I would think about a time when I was sad

and remember how it felt. That is empathy. In order to respond, I would

think about how I would want someone to respond to me if I were

feeling sad. I would be gentle and kind and ask if there is anything I can

do to help the other person.

Ask the class if they have any questions.

Say: Now we will break into five (5) groups, one for each flash card.

Once the groups have begun, go around the class and make sure the

students understand the activity. Make sure they are acting out the

correct feeling and responding to one another appropriately. Commend

the students as appropriate and show them the appropriate empathetic

behavior.

Say: Thank you all for your great role plays. Let us come back together.

4 min Assessment

Say: It is important that we all know how to be empathetic towards

others. Look at my face, then tell me how I am feeling. I will ask one of

you to demonstrate how to respond to my feeling.

Demonstrate a frowning face; angry face; etc. and ask students to first

identify the feeling and then demonstrate an appropriate response.

Tell the students that they have all done well and they should clap for

themselves.

1 Minute Conclusions/Review

Conclude the class by saying that when we put ourselves in others shoes,

it means that we feel the way they feel. Then we can understand their

feelings better and work to make them happy.

Reflection:

Did the students enjoy the class? Is there any evidence of attempts to be empathetic to others?