This study explores the extent to which mother-tongue-based multilingual education (MTB-MLE), as implemented at scale in the Philippines, is having an impact on students’ reading and writing skills in English and Filipino at the end of Grade 3. This 2019 study repeats a 2013 study that evaluated the reading skills of a representative sample of students from across the Philippines using an Early Grade Reading Assessment (EGRA) carried out by RTI, the Philippines Department of Education (DepEd), and a local research firm. In both cases, the study was administered by RTI-trained assessors made up of local education authorities and professional survey researchers. For the 2013 study, the Grade 3 students assessed had completed lower primary under the pre-MTB-MLE curriculum, which used only English and Filipino as the medium of instruction. For this 2019 study, the Grade 3 students had 3 years of learning under the MTB-MLE curriculum, which was designed to teach lower primary students in their mother-tongue language before transitioning into learning in Filipino and English as mediums of instruction in upper primary. [508 Compliant version to be updated].

In March 2020, the government of Uganda closed all schools and other educational institutions to mitigate the wide spread of COVID-19. This exposed significant risk especially to rural areas where there is limited access to reading materials or virtual learning platforms to continue learning. Ministry of Education and Sports’ (MoES) Preparedness and Response Plan for COVID-19 (April 2020) outlined measures of continuing learning through radio, take home packages and digital learning. MoES also decided to provide psychosocial support to minimize the adverse effects of COVID-19 on pupils, teachers and the education system at large, through support from USAID/Uganda Literacy Achievement and Retention Activity (LARA).The project planned to support MoES to enhance capacity of Primary Teachers college tutors and administrators to cascade psychosocial support training to head teachers and teachers in 43 districts. The objective of the training was to i) equip participants with knowledge and skills on psychosocial support, ii) identify psychosocial needs and discuss appropriate interventions and iii) apply psychosocial support intervention skills. The Facilitator guide provides information which will help reduce COVID-19 related stress, anxiety and prepare teachers for school reopening. In addition, teachers will be able to protect and provide counselling to pupils.

There are two sets of monitoring and support supervision (MSS) tools that the project has been using throughout the implementation period. These are; (i) the Lesson Observation Tools; and (ii) the Head teacher/CCT Coaching Tool. The lesson observation tools are used by the support supervision actors (e.g., school inspectors, CCTs, head teachers and project staff) during support supervision visits to schools. Specifically, the tools gather monitoring data on the uptake of EGR instructional methods by teachers to understand what teachers are doing well and areas where they need support. LARA developed a lesson observation tool for every grade (P1 – P4). Each tool has a section to assess the teacher’s preparedness for the lesson they are going to teach; a check list to assess the teacher’s instructional practices during the lesson; and the post observation section where the support supervision actor summarizes what the teacher did well and areas that the teacher needs to improve. The lesson observation tool for each grade is accompanied by a learner check which is administered to a sample of 4-6 learners per grade. The purpose of a learner check is to quickly show the classroom teacher and or head teacher the reading abilities of the learners present in the observed EGR lesson. The learner checks are designed from the content of the previous weeks and the teacher is able to gauge and determine the areas to prioritize when carrying out revision or remedial sessions. The Head teacher/CCT Coaching Tool is used by the zonal head teachers and CCTs to support head teachers so that they can in turn effectively support teachers in their schools. The zonal head teachers and CCTs observe and support head teachers to provide effective instructional support to teachers. The tool has a pre-observation section which assesses how the head teacher is prepared to support the teacher in class; a lesson observation section used by the zonal head teachers and CCTs to evaluate the actions of the head teacher while in the class observing the lesson; and post observation section to appraise how the head teacher conducts the post observation discussion with the teacher.

For use during the USAID/LARA National Stakeholders Conference (July 17-19, 2018). In December 2018, LARA and SHRP together with GPE and Build Africa supported MoES BE department to plan and conduct a one day top management seminar for MoES leaders to envision the future of EGR. This learning event informed the MoES about the requirements for sustaining EGR and other initiatives meant to improve children’s learning outcomes. The focus was on the logistical, technical, and financial requirements to ensure children entering P1 after the end of the donor-funded EGR programs will continue to benefit from the investments made. MoES officials drew a roadmap with key milestones to manage the needed EGR initiatives. The objectives of the seminar were to: • Develop an actionable and practical road map to build on and sustain gains in EGR and school quality including short term and long term priorities • Identify specific measures needed to sustain key EGR activities through MoES and government systems • Guide evidence-based discussion by Top Management based on data from MOES experience and EGR projects The Evidence to action pack details how the day run and the information shared that culminated the Ministry coming up with measures for sustaining EGR in Uganda.

For use with the Uganda LARA Reading Symposium event. The National Literacy Symposium targeted a range of policy makers at the national and district levels who are key to the planning and execution of Government’s basic education programs. The main objectives of the Symposium were; i) to reflect on the challenges and successes identified by the districts during EGR implementation, ii) to discuss policy and systems level solutions to better sustain and enhance EGR throughout Uganda. The Symposium explored international best practices and research that illustrated key components for successful large scale EGR interventions and discussed how Uganda’s systems can incorporate these best practices into effective policies and systems. The symposium was guided by two key documents namely; facilitators’ guide and information pack. A) The facilitators’ guide guided the smooth running of the sessions and it is a good document that can be adapted when planning for big learning events. B) The information pack included data on reading assessments, teacher uptake of the early grade reading methodology, instructional support, approaches to teacher growth and development at school, college and district level and improved performance management, accountability and financing efficiency. Generally the information pack helped participants to reflect on the following questions: • Are children learning to read? • Do we have quality reading instruction? • Are teachers supported to teach reading? • Are primary schools positive and supportive for teaching and learning? • Are there clearly communicated performance expectations and monitoring and accountability systems in place? • What are the resources required and the necessary decisions for the future of early grade reading?

A personal resource given to children with a summary of HIV and SRGBV prevention messages. This a daily reference material for children with a pledge to stay safe and support their peers prevent HIV and violence at home, community and schools.

This a graphic and easy to understand summary of the Ministry of Education and Sports Reporting, Tracking, Referral and Response (RTRR) Guidelines. This briefer was produced under the Uganda Literacy Achievement and Retention Activity (LARA) and in collaboration with United States Agency for International Development and The Republic of Uganda Ministry of Education and Sports.

DREAMS registers are used to register and track all children participating in Journeys Plus activities and dialogue meetings to determine the number of activities attended over a given period. The registers are used also to track DREAMS girls attendance before updating their service records in the DREAMS tracker

Community Change Agents (CCA) Register is a tool used by community change agents to register community members attending Journeys community dialogue meeting to prevent violence and protect children in their communities. The register has a section where all cases of child abuse are recorded and referred to the sub county for attention

Each Journeys Handbook has an accompanying Facilitator's Guide that serves as a manual for the facilitator responsible for leading a teacher training on Journeys. This particular Facilitator's Guide is meant to accompany the Journeys Activity Handbook for Community Members. The Facilitator's Guide is meant for training purposes only.