read to succeed - exit strategy - USAID

Contract Number: AID 611-C-12-00003

December 2012

This report was produced for review by the United States Agency for International Development. It was prepared

by Creative Associates International.

READ TO SUCCEED EXIT STRATEGY

USAID Read to Succeed Project

Zambia

Contract #AID-611-C-12-00003

Exit Strategy

December 2012

_________________________________________

Submitted to:

Mei Mei Peng (COR)

USAID/Zambia

Submitted by:

Creative Associates International

5301 Wisconsin Avenue, NW, Suite 700

Washington, DC 20015

USA

RTS Exit Strategy Page 1

Table of Contents

I. INTRODUCTION ........................................................................................................................... 2

II. THE PROJECT .............................................................................................................................. 4

IR1: Decentralized education management practices to improve teacher accountability and sustain

learner performance modeled. This Intermediate Result (IR) has two Sub-IRs (SIR): ............................ 5

IR2: Performance assessment tools and their use strengthened to improve learner performance ............ 5

IR3: Increased school-based HIV/AIDS–mitigation, school G&C, equity enhancing support and

services ...................................................................................................................................................... 6

IR4: Increased engagement of universities and educational institutions in learner performance research

.................................................................................................................................................................. 6

III. RTS APPROACH ........................................................................................................................... 7

RTS Exit Strategy ....................................................................................................................................... 8

Principles of RTS’ Exit Strategy ............................................................................................................... 8

Forging close collaboration with the Ministry ...................................................................................... 8 Influencing policy .................................................................................................................................. 9 Building the capacity of the Ministry .................................................................................................... 9 Working within the government structures .......................................................................................... 9 Engaging staff: “Learning by doing” ..................................................................................................... 9 Building NGO, PTAs and School-Community Partnerships’ capacity .................................................. 10 Developing and outreach plan to generate demand .......................................................................... 10 Forging strategic collaborations ......................................................................................................... 10 Instituting accountability (external and internal monitoring) ............................................................ 10

Exit strategy Matrix showing how RTS plans to enhance sustainability in each of the components ..... 11

IV. Provincial plans to expand RTS into non-target districts ......................................................... 14

V. Annexes: Draft Provincial Rollout Plans .................................................................................... 15

Annex A: Northern Province RTS Activities Rollout Plan to Non Target Districts ............................... 16

Annex B: Luapula Province RTS Activities Rollout Plan to Non Target Districts ................................ 21

Annex C: Muchinga Province RTS Activities Rollout Plan to Non Target Districts ............................. 26

Annex D: Eastern Province RTS Activities Rollout Plan to Non Target Districts ................................. 29

Annex E: Northwestern Province RTS Activities Rollout Plan to Non Target Districts ........................ 31

Annex F: Western Province RTS Activities Rollout Plan to Non Target Districts ................................ 34


Read To Succeed (RTS) Exit Strategy

I. INTRODUCTION

The project cycle, a popular development tool used by a number of cooperating partners,

provides a framework to induce development, but rarely makes accommodation for an exit

strategy that sustains development. This manifests itself in project benefits ending with whatever

impact the project has made, leaving ill-equipped local ministries or under-resourced NGOs to

meet local development needs and fill the gap of services terminated as a result of project close-

out. This “Exit Strategy” is developed to correct such a flaw by revising the project cycle

implementation stage to include deliberately and consciously planned actions to ensure

sustainability.

There are a number of reasons why projects funded from external sources should have an exit

strategy. Projects funded by development partners are time-bound. They have start and end dates.

In order to sustain successful project initiatives beyond their end date, a deliberate plan for exit-

strategy becomes a necessary measure. It is also important to plan for exit strategy at the early

stage of project as opposed to towards the end of the life of projects. Early recognition of the fact

that projects are time-bound is an early warning to host countries and provides lead time for

planning for sustainability.

The Exit Strategy describes our approach to ensure and provide long lasting benefits to the host

country as a result of Read to Succeed’s program interventions. It spells out our thinking on what

should happen to project outputs/outcomes at the end of the project and to explore which ones

should be sustained further and how. It demonstrates RTS’ commitment to make conscious and

deliberate efforts to ensure that continuity is achieved after project’s close-out.

We have addressed sustainability issues during the design stage by integrating aspects of

sustainability into our strategic planning and project concept. We are putting in place a

mechanism to support this effort. We are also developing some relevant tools to institute it.

Furthermore, we will ensure and promote sufficient stakeholders’ commitment by way of

generating demand. All cultural or societal considerations will be addressed by opening dialogue

with the local counterparts. In collaboration with the Ministry of Education, Science, Vocational

Training and Early Education (MESTVEE) and other stakeholders, we have articulated our

vision and defined our approach towards achieving this goal.

The goal of the exit strategy is not only to consolidate benefits achieved, but also to enable

further progress toward the Sixth National Development Plan (SNDP) objectives. We believe we

will have a system and capacity in place whereby the benefits expand beyond the original

beneficiaries and might be used as pilot or any other ways of replication or lessons learned. The

immediate step will be to work with target provinces to expand RTS’ interventions and good

practices from target districts to non-target districts. (Please refer to Annexes A –F for summary

of draft provincial plans to scale up RTS interventions).


Therefore, the purpose of present Exit Strategy is to:

ensure project benefits continue following the close-out of RTS;

promote host-country counterparts and beneficiaries’ empowerment;

build local institutional and individual capacity;

support local ownership through analysis of what has been accomplished and generate

demand;

Develop agreed modalities to sustain, expand or improve the project’s impacts.

The development of RTS’ Exit Strategy went through a step-by-step process that ensured

authentic participation of key counterparts. From the outset, the inclusive and consultative nature

of the work planning process provided a forum for all stakeholders to address sustainability

issues. The RTS project team made it clear to key host country counterparts that the project is

time-bound (its life is five years); and therefore, incumbent upon them to assume responsibilities

while the project is still active in order to sustain it. The next step was for the project team to

take the draft annual work plan to the provinces for gound-truthing in a formal two-day

validation workshop. The workshop assessed the relevance, affordability, and resonance of RTS’

activities to government priorities. Last but not least, building on prior discussions and

consultations mentioned above, provinces were requested to respond to two questions to inform

their plans for sustainability:

1. How do they like RTS to operate in order to ensure sustainability in the target districts

and how they see their role in this process?

2. Assuming that RTS’ interventions and approaches would show positive impact on learner

performance (reading), how do they plan to scale them up to other non-target districts in

their respective provinces?

These questions triggered a lot of discussion and with the support of RTS staff; each province

came up with a range of recommendations. The process culminated in an extensive two-day

workshop in Lusaka in December. In attendance were Provincial Education Officers. At the end

of the workshop, the participants agreed on common actions that could ensure sustainability

across all the six provinces. Province specific approaches were also identified and jointly

deliberated.

The following are some of the common approaches incorporated in this sustainability plan

following the workshop.

Focus on institutional capacity building;

Work within the system (rather than creating a parallel structure);

Forge close working relationship with local counterparts (government offices, institutions

of higher learning, and local NGOs);

Embed RTS in government systems so that it becomes a catalytic agent, not leader;

Make project operation low cost and affordable; and

Build the capacity of counterparts to leverage public private sector resources;


These approaches are expected to contribute to the transfer of project activities and resources to

the local implementing entity through a phase-over process for lasting impact.

Hence, the Exit Strategy addresses two interrelated issues:

i. It highlights major approaches and plans to ensure that project interventions are

sustained in target districts beyond the life of the project;

ii. It presents the provincial government plans to scale up project interventions to non-

project target districts with the help of RTS, but using resources other than RTS.

II. THE PROJECT

Funded by the U.S. Agency for International Development (USAID) and in partnership with the

Government of the Republic of Zambia (GRZ), RTS is a five-year initiative implemented by

Creative Associates International, in collaboration with leading international organizations:

Research Triangle Institute (RTI), Plan International, School-to-School International (STS),

University of Pittsburgh, O’Brien and Associates and a number of local resources organizations1.

RTS aims to improve school effectiveness in such a way that schools provide the environment

and services for students to acquire essential academic skills with particular focus in reading.

Accordingly, the main outcome of the project is improved student performance in reading.

WHAT IS READ TO SUCCEED TRYING TO ACCOMPLISH?

RTS will support the MESVTEE to improve reading achievement in government schools in six provinces

(Northern, Eastern, Western, Luapula, Muchinga and Northwestern) over a period of five years using

appropriate reading instruction, sound school management and leadership approaches, and assessment

tools that sustainably enhance reading skills in early grades (primary 1-4). RTS will support provincial,

district, and school management teams to strengthen the use of assessment to inform reading instruction,

learner support and the provision of related educational materials. RTS will work closely with the

Directorates of Teacher Education and Specialized Services, Standards and Curriculum as well as other

relevant directorates of MESVTEE to improve reading achievement in schools. RTS will also work with

the Examination Council of Zambia (ECZ) to utilize early grade reading assessments (EGRA) results for

decision making purposes at higher levels. The project will mobilize parent teachers associations (PTAs)

and leverage private sector resources in its efforts to improve reading. Over the next five years, RTS will

bolster successful aspects of previous reading interventions while addressing gaps. Furthermore, it will

contribute to an early warning tracking system of early grade reading achievement built on the ardent

linkage of assessment results to systematic oversight and management, and continuous teacher

professional development.

1 Camfed, FAWEZA, Copperbelt Health and Education Project, University of Zambia, and Room to Read


To achieve the overall objective of improved educational achievement in reading by 2017, the

RTS team will work through four major intermediate results:

IR1: Decentralized education management practices to improve teacher accountability and

sustain learner performance modeled. This Intermediate Result (IR) has two Sub-IRs

(SIR):

SIR1.1: Improved teacher effectiveness and accountability

The purpose of this task is to address key factors that limit teacher effectiveness. While RTS

cannot rectify all adverse working conditions, it can provide the framework, support and

enabling school environment in which teachers are both able and motivated to adopt effective

instructional practices and professional behaviors. Focusing on reading instruction, RTS will

provide teachers with instructional tools (to teach phonemic awareness, phonics, fluency,

vocabulary and comprehension), classroom management, and student support skills to address

the full range of children’s learning needs within local context, particularly at-risk and

marginalized children, such as OVC, girls and children with disabilities; link teacher

accountability for results to effective teaching methodologies; and re-activate and expand

incentive and accountability mechanisms to ensure that teachers adopt and observe professional

behaviors, standards and requirements.

SIR1.2: Enhanced education leadership, management and accountability of head teachers and

district education managers

RTS will contribute to improved education leadership and management in three ways. It will

provide on-the-job, experiential learning for head teachers to complement the National In-

Service Teachers College (NISTCOL) management program and build capacity to lead efforts to

improve school effectiveness; provide tools and training for the District Education Board (DEB)

and District Education Support Team (DEST) to interact with schools in an atmosphere of

increased transparency and mutual accountability; and put in place a sustainable process by

which the school, its staff, students, parents and community can plan for and implement a learner

performance improvement plan.

IR2: Performance assessment tools and their use strengthened to improve learner

performance

The overall purpose of IR2 is to institutionalize the effective collection and use of assessment

data at the basic education level to enhance education quality and improve learner performance.

RTS will address current system limitations by proposing strategies that improve and expand the

collection of assessment information through Formative (Continuous) Assessment (CA) and the

use of data from both CA and the National Assessment (NA), particularly at the school and

district levels. We will assist the MESVTEE in improving, and developing as needed, strategies

and processes in the assessment of pupil learning and involve pre-service centers in the process

so new teachers are also prepared to use formative assessment or CA. This will include materials

development that schools and their communities can use to monitor learning outcomes and


inform learner performance improvement plans. RTS will assist the development of additional

CA (formative assessment) instruments, including early grade reading assessment tools. It will

also help District Education Boards (DEBs), District Education Officers (DEOs) and school

personnel to integrate assessment results and other school performance data into district and

school reports, especially the school report cards. This will stimulate greater use of data to

monitor progress of subgroups and achievement gaps and inform policy and programming

decisions by permitting DEBs and schools to better understand learner performance in relation to

factors such as teacher behavior, instruction, class size, availability of materials and, community

characteristics.

IR3: Increased school-based HIV/AIDS–mitigation, school G&C, equity enhancing support

and services

The purpose of IR3 is to systematize the MESTVEE’s response and strengthen its capacity to

make schools centers of care and support and retain in schools the most vulnerable students –

girls and Orphaned and Vulnerable Children (OVC). The RTS team will build upon the

knowledge and good practices (mentoring, school health, guidance and counseling) from

previous successful programs and institutionalize services at the district and school levels to

support “the whole child”. We will:

Strengthen policies, systems and structures and enhance linkages among MESTVEE

directorates and between the MESTVEE and other ministries (e.g. Health, Youth and Sport)

to build sustainable prevention and support services and identify and disseminate best

practices, evaluate initiatives and disseminate results;

Ensure, where feasible, that all RTS schools have a male and a female Guidance and

Counseling (G&C) teacher actively identifying and guiding students in need of services, and

support school feeding, psychosocial counseling for OVC, and girls clubs;

Work with local school-community partnership committees, health care providers, and the

private sector (via PPPs) to support school-community partnerships for prevention of HIV

and pregnancy through awareness raising, school and community activities, and small grants

to create a supportive school environment for OVC and girls.

Foster the establishment of “mothers’ groups based on models currently used in the region to

strengthen support provided to girls and OVC and build their capacity to partner with school

leadership while empowering women to be activists.

IR4: Increased engagement of universities and educational institutions in learner

performance research

The purpose of IR4 is to: (a) strengthen the collaboration between the universities, Colleges of

Education (COE) and the MESTVEE so that research undertaken addresses priority issues in

school effectiveness to improve reading; (b) increase the capacity of local education institutions

to produce research that meets high standards and creates demand for their services; and (c) build

practical, problem-solving skills through participation in RTS research activities on school

effectiveness and literacy (reading). We will:

Promote a partnership between the MESTVEE and its various directorates and with Zambian

higher education institutions to create a shared research agenda and develop mechanisms and


procedures to identify and respond to research needs on policy and practice related to viable

approaches to improving reading and learner performance.

Create a mechanism to enhance collaboration on joint research projects by MESVTEE, the

University of Zambia, other higher education institutions and COE.

Establish an internship program to develop the “next generation” of education researchers

and teaching professionals.

III. RTS APPROACH

Read to Succeed assumes that in order to improve learner performance, schools must provide

adequate and appropriate instructional services that enable pupils to learn better and faster. In

support of schools to provide such services, RTS will: i) train and mentor teachers to develop

skills to teach the five major component skills of reading instruction in alphabetic languages:

phonemic awareness, phonics, fluency, vocabulary, and comprehension, ii) build the capacity of

head teachers in instructional leadership and management, iii) promote evidence-based decision

making to guide instructional processes in teaching reading, iv) train teachers and increase the

use of classroom-based, teacher-led assessments to promote effective instruction, v) support the

promotion of local/mother tongue languages as media of instruction as well as the transition into

English and vi) increase community support to schools and provide psychosocial support to

Orphaned and Vulnerable Children (OVC).

In order to achieve its objectives, RTS will work with a cross-directorate of MESTVEE

structures to guide RTS interventions, policy dialogue and research. RTS will build teacher and

head teacher capacity by bringing expert trainers to trainees to reduce transaction costs and

information loss; reinforce teacher group meetings at the school and head teacher meetings at the

zone for action-research and exchange; and integrate districts, schools and communities into a

school effectiveness improvement process, using student tests, school report cards, and incentive

schemes. The project will develop user-friendly tools so schools and communities can use

assessment data; introduce teachers to continuous assessment methods, including EGRA and

enhance assessment instruments; and address policy, planning, and resource issues constraining

the implementation/use of learning assessments. RTS will help the MOE develop a research-

based learner protection model; operationalize the guidance and counseling structure; and engage

communities to provide HIV/AIDS mitigation services for OVC and girls. The project will assist

the MESTVEE to define a school effectiveness research agenda; work with higher education

institutions to enhance their research capacity; collaborate with a university consortium to

produce quality research; and establish an internship program to develop the “next generation” of

education researchers and teaching professionals.

Student learning improves when schools make changes in instruction and organization that

include explicit contributions from the full range of stakeholders – teachers, students, parents and

the broader community – to school improvement activities. RTS will develop a participatory

process model to be led by head teachers that supports schools to develop and implement learner

performance improvement plans, and incentivize schools to follow the process with a tiered

system of grants and competitive school innovation awards. This work will complement the

activities in IR3 that mobilize community support for the learner performance improvement

process with focused support for OVC and girls in school.


Success of the school effectiveness improvement process in part will depend on schools and

communities being well informed about the process, grants and other incentives. RTS will use

radio, television, SMS and other media to publicize school improvement efforts, to inform

schools how to participate in the grants program and to announce and celebrate grant awards.

RTS will include grants for different purposes—Local NGOs, Zambian Universities and other

higher education institutions, PEOs, DEBs, and schools.

At the school level, RTS will work in public schools to integrate reading into school academic

performance improvement strategies with clearly defined management strategies, reading targets,

as well as instructional and assessment approaches. RTS will support school management teams

to proactively strengthen school-based teacher professional development with strong emphasis

on the use of reading assessments for evidence-based instruction. RTS will also work with

MESTVEE staff at the district and provincial levels to better link school based initiatives to

system level support. In line with its strong focus on assessment, RTS will work with the

national examinations authority, the Examination Council of Zambia (ECZ), to strengthen the

use of early grade reading assessments to inform decision making processes.

RTS Exit Strategy

RTS is MESTVEE’s program and as such operates under the Sixth National Development Plan

(SNDP) and its education strategy. This is an essential element and a pre-requisite for

government ownership of the program. Over the next five years, RTS plans to take the following

measures to increase sustainability of project initiatives and their impact.

Ensuring that all RTS interventions are low cost and affordable;

Remaining within the existing government structure;

Realigning all RTS activities with provincial and district plans;

Doing what counterparts wants the project to do;

Assisting provinces to identify different sources of resources (PPP, other

development partners, increased public funding for education, etc.);

Assisting the counterparts to scale up RTS activities to non-target districts;

Demonstrating success and create greater demand for nation-wide rollout; and

Promoting demand and grass-roots support to RTS interventions from communities,

teachers, students and head teachers.

RTS ensures the above mentioned measures of sustainability through the following principles

and activities

Principles of RTS’ Exit Strategy

Forging close collaboration with the Ministry

Our strategy is to work with the Ministry to define from the outset the project’s objectives and

the expectations of the Ministry in supporting the structures and systems that sustain the

achievement of these objectives. We will propose each activity in consideration of its cost to the

Ministry, and we will work with the Ministry to plan and budget for extended costs. As such, we


will propose activities that respond to the Ministry’s needs and where targets are realistic, and

costs affordable and hence can be sustained after the project ends.

Influencing policy

Projects are not meant to be implemented in a vacuum. They should be able to support host

governments and other relevant institutions’ existing policies that respond to their developmental

needs and strategies. It is, therefore, incumbent upon the projects to align their objectives and

activities with the host government’s sector strategy and provide support towards its

achievement. Furthermore, projects should encourage that targets are estimated for government

replication and roll out. We will collaborate with the STEP UP Zambia, Time to Learn and other

cooperating partners active in policy reforms to create an enabling environment for program

efforts to be sustained. We will work with the Ministry to identify policy constraints and

“bottlenecks” that continue to impede the implementation of education programs, including of

RTS’ interventions. We will support the Ministry’s policy dialogue and annual work process to

raise these issues, get policy decisions and accompanying budgets for post-RTS years.

Building the capacity of the Ministry

Building the necessary human technical capital is critical to sustainability. Human capital

formation enables host governments to improve organizational culture and ensure efficiency,

transparency, and accountability. It also boosts motivation, enhances staff morale, and inspires

change. It is also critical to furthering leadership, promoting participation, and creating

opportunities for innovation. We will provide highly targeted, capacity building packages (Head

teachers and district officials) to ensure that appropriate technical skills and knowledge are at the

disposal of the Ministry, school-community partnership committee, and other stakeholders. In

this package, we will provide technical support, training and mentoring, and the provision of ICT

support to facilitate the processing of data in the area of assessment. We will strengthen the

capacity of ministry officials at all levels to engage with the private sector and with communities

to develop partnerships to provide support for schools, teachers and learners for the longer term.

Through our PPP program, we will leverage private sector support for education projects.

Working within the government structures

We will work exclusively through ministry structures and systems. We will strengthen and

reinforce the already strong array of existing ministry materials, systems, and institutions to

provide training for teachers and head teachers rather than introducing new, large-scale

initiatives. We will utilize existing pedagogies and materials that have proven successful in

Zambia and seek to institutionalize their use rather than “re-invent the wheel”.

Engaging staff: “Learning by doing”

RTS’ approach to building the Ministry’s capacity to sustain project initiatives is “learning-by-

doing.” We will integrate a five-step process that builds sustainability into the program from the

beginning. First, we will reinforce existing systems and local education institutions. Second, we

will engage ministry staff in every project activity. Third, we will strengthen the capacity of the

Ministry to engage with the private sector and with communities to develop partnerships to

support education. Fourth, we will build the capacity of PTAs and/or school-community

partnership committees to support and help sustain interventions at the community and school

levels. Fifth, we will work with the Ministry to identify and mitigate policy constraints and

“bottlenecks” that impede continued implementation of RTS’ interventions.


We will engage ministry staff in every project activity in a manner that supports their leadership

as they acquire and use the know-how and tools to adapt project support to their various

situations and objectives. We will embed staff in MESTVEE offices so that project staff can

better understand the constraints on their colleagues in improving learner performance and

ministry staff can work hand in hand with the RTS team to address them. Ministry staff will be

trained, for example, in the use of assessment data to improve learner performance, not just its

collection.

Building NGO, PTAs and School-Community Partnerships’ capacity

We will build the capacity of local NGOs to support and sustain interventions at the school and

community levels. Grants Under Contract (GUC) will enable these organizations to not only

provide services for RTS’ implementation but also to strengthen their institutional capacity to

deliver such support services in the future. NGOs’ programming will be harmonized with the

Ministry’s goals and objectives.

Developing and outreach plan to generate demand

We will develop an outreach plan that is aimed at enhancing possibilities for increasing

provincial, district, and communities’ understanding and ownership of RTS. Through outreach

we will improve visibility and understanding of project achievements to garner support and buy-

in. We will create awareness of the project’s impact, publicize and celebrate successes achieved

by communities and other stakeholders, and respond to requirements and requests of host

government counterparts for information through regular reporting, production of

communications materials, photos and videos, and event planning.

We will consider motivation factors and look for incentives for every actor in activities we

propose to implement. A critical incentive in school-based activities is support and pressure from

the community to improve conditions and programs in the school. We will include a key role for

communities in supporting school and learner performance improvement plans – both learning in

the classroom and improving the school environment for girls and boys. We are proposing

recognition and awards programs for teachers, head teachers, schools and districts that

respectively reward them for concrete demonstrations of innovation and improvements in school

effectiveness and student learning. We believe that this approach of linking accountability for

results to well-defined performance goals and objectives at all levels will provide an incentive to

improve.

Forging strategic collaborations

We will plan meticulously to forge collaboration with USAID-supported sister projects and other

cooperating partners to bring about the desired policy reforms and changes. This will contribute

to capacity building, greater public awareness, additional funding, and can even encourage

changes in public policy. Through this, we will ensure synergy and sustainability. The more

coordinated development partners’ efforts are, the more they attract the attention of policy

makers and civic society and the more they can influence policy.

Instituting accountability (external and internal monitoring)

We’ll incorporate tools and mechanisms that could hold host government agencies accountable

to certain standards, norms, and targets. We will make sure that monitoring is perceived as a


continuous process and ensure that program progress is measurable. We will thus formulate a

monitoring framework. This framework will ensure that progress is assessed against certain

realistic and measurable social indicators. We will develop tools to measure the attainment of

these indicators.

RTS will assist provinces and districts to gradually take responsibilities for RTS initiated

activities: Starting from project year 1, RTS will request significant participation and support

from target provinces to ensure that they understand the approach and the process of planning

and implementation of RTS related activities. In project year 2, we hope to see an increased

capacity and understanding at all levels of governance and more involvement even though

activities are still initiated and facilitated by RTS. Learning from target districts, counterparts are

supported and encouraged to initiate similar activities in non-target districts in each of the focus

provinces. Taking responsibility for RTS activities in the target districts as well as expansion to

non-target districts will continue to grow throughout the life of the project ensuring sustainability

of RTS initiated activities beyond the five year period. Please refer to the table below.

Project Year 1 Project Year 2 Project Year 3 Project Year 4 Project Year 5 RTS will take the

major task of

facilitating events,

but ensure

counterparts

participation. 10%

resource contribution

and involvement of

counterparts in each

of the major activities

RTS and counterparts

will plan together and

organize events

together; We will work

towards to and would

like see a 20%-30%

counterparts taking

leadership in each of the

major activity areas

including resource

allocations

RTS and

counterparts will

equally plan and

organize events

including sharing

resources. We

would like to see a

60:40 share of

responsibility

between RTS and

government

Counterparts start to take

major roles in the planning

and implementation of

activities. RTS start to

spend more time

supporting the province to

scale up RTS activities to

non-RTS target districts.

Share of responsibility:

RTS 30% ; government

70%

Consolidation of

efforts and handover

of major

responsibilities to

counterparts.

Exit strategy Matrix showing how RTS plans to enhance sustainability in each of the

components

RTS deliverables as required by technical approach in relation to Exit Strategy

Activities by IR Exist strategy approaches and activities IR1: Decentralized education

management practices to improve

teacher accountability and sustain

learner performance modeled

Establish a common goal with host country counterparts;

Work with MESVTEE at national, provincial, district, zonal

and school levels to establish a teacher support system using

existing government structures;

Help define roles and responsibilities of various education

governance structures and institutionalize them;

Put host country counterparts on the driver’s seat all the time,

be it a small activity or large

SIR1.1: Improved teacher effectiveness

and accountability; Materials Development: use government mechanism, experts,

procedures to develop all materials;

Implementation: Deliver all services through existing service

delivery structures (SPRINT, GRACE, SIMON, etc.)

Monitoring and Evaluation: Set teacher effectiveness

standards and work with standards officers at all levels to


develop monitoring instruments and their use thereof;

Mentoring: Provide on-going mentoring and build capacity of

host country counterparts;

Easy and cost-effective: Make all tools as easy as possible and

low-cost that the country can afford to sustain

SIR1.2: Enhanced education leadership,

management and accountability of head

teachers and district education managers

Link school-based support to system level support: RTS will

work with MESVTEE staff at the district and provincial levels

to better link school-based initiatives to system level support.

Institutionalization of SLPIP: Over the life of the project, RTS

and target districts will work together and with head teachers

to institutionalize the School Learner Performance

Improvement Plan and its implementation.

Strategic plans as mandatory requirements: Require all

schools and districts to develop strategic plans and review

processes.

Strengthen District Head Teachers’ Associations with

Secretariat.

Develop Head Teachers’ Leadership Manual for Continuous

Leadership Development.

SIR1.2. 1: Head Teacher and Senior

Manager CPD and support program

strengthened

Help establish a strong head teacher support system by the

districts.

Develop a common understanding around the roles and

responsibilities of head teachers and link them to

accountability for learner performance.

Advocate and link head teachers’ accountability for learner

performance as a critical basis for their career development

and promotions.

Work with MESVTEE and strengthen Open Appraisal

Systems of Head Teachers.

SIR1.2.3: School Effectiveness

Improvement process in place in schools Institutionalize school effectiveness improvement process and

school learner performance improvement plans as tools to

assess school and head teachers’ performance.

SIR1.2.4: School Effectiveness

Improvement supported by districts Build capacity of district standard officers and systematize the

teacher and head teacher support system.

Work with MESVTEE to link District Monitoring function by

Standards Officers to school targets of learner performance.

IR2: Performance assessment tools and

their use strengthened to improve

learner performance

Our main exit strategy is to build local capacity and strengthen

systems (NEC, standards officers, etc.) at all education

governance and institutionalize procedures.

SIR2.1: Assessment policies, strategies,

and procedures to promote teaching and

learning strengthened

Support the MESVTEE National Assessment and CA

(formative assessment) technical committees;

Integrate assessment issues in teacher professional

development activities;

Institutionalize periodical district, provincial and national

pupil performance review meetings;

Supporting the development and implementation of

assessment guidelines.

SIR2.2: Assessment instruments

(including EGRA) expanded and

improved

Equip District Resource Center Coordinators and Zonal In-

service Coordinators with simple, user friendly assessment

tools for easy implementation.

SIR2.3: Assessment data effectively used

by districts, schools and communities Develop and supply schools with assessment analysis

templates;

Support standard officers to train head teachers and teachers


and in monitoring progresses.

IR3: Increased school-based

HIV/AIDS–mitigation, school G&C,

equity enhancing support and services

Work with MESVTEE and closely coordinate its efforts with

all relevant stakeholders in the education system as well as

with other ministries.

SIR2.1: School health policies and

framework harmonized Schools adopt and utilize HIV/AIDS and SHN policies

harmonized frameworks.

Formation of School Health and Nutrition Committees at

school and district level to oversee and advocate interventions.

Strengthen linkages between schools and Ministry of Health,

and other relevant institutions.

SIR2.2: School guidance & counseling

system operationalized Legalize, institutionalize and strengthen School Guidance and

Counseling position at district level;

Develop annual guidance and counseling work plans

integrated into the overall district education plans;

Trained Guidance and Counseling personnel appointed at each

school;

Guidance and counseling rooms secured in each school;

Support and strengthen regular school guidance and

counseling formal meetings at zonal, district, provincial and

national levels.

SIR2.3: School-community established

(SIR1.1) partnerships to support school

effectiveness and students strengthened

Strengthen School Community Partnerships in school

governance and provide them with management guidelines;

Review and help integrate School-Community Partnerships in

the GRZ decentralization process;

Foster linkages between PTAs and CBOs to support school

effectiveness improvement processes;

Prepare community members to become conversant with the

policies such as the re-entry policy and the Anti-Gender based

violence act and the child rights Act and support their

implementation;

Work closely with traditional and church leaders to become

champions and advocates of HIV/AIDS prevention, GBV, and

learner improvement performance in their

chiefdoms/churches.

IR4: Increased engagement of

universities and educational institutions

in learner performance research

Work with other projects to advocate for MESVTEE role in

coordinating education research agenda.

SIR4.1: MOE research agenda and

review system established Establish a research coordinating body within the MESVTEE

to review and establish education research agenda every year

and manage implementation.

SIR4.2: University and college research

network functioning Build local tertiary intuitions’ capacity to take a lead role in

managing the Higher Education Institutions’ Research

Network (HERNet).

SIR4.3: Read to Succeed internship

program established Establish a long term partnership between private sector,

higher education institutions and the MESVTEE to support

and run internship program.


IV. PROVINCIAL PLANS TO EXPAND RTS INTO NON-TARGET

DISTRICTS

The goal of the Exit Strategy is not restricted to consolidate benefits achieved in the twelve target

districts, but also to enable further progress toward expanding project initiatives that show

positive impact on learner performance to the larger Zambia basic education system. We believe

we will have a system and capacity in place whereby the benefits expand beyond the original

beneficiaries and might be used as pilot or any other ways of replication of lessons learned at the

national level. The immediate step will be to work with target provinces to expand RTS’

interventions and good practices from target districts to non-target districts.

Building on what has already been accomplished by the STEP UP Zambia Project in each

province to develop provincial strategic plan, Provincial Education Offices and RTS project staff

were engaged in the process of drawing a rollout plan for non-target districts. Even though there

are many similarities than differences, each province was tasked with producing province

specific plan. The plans, once finalized, will provide clear guidance on how provinces plan to

take RTS activities from target districts to non-target districts. The plans will define strategies,

resources, time frame, and reading targets with standard performance and monitoring measures.

(Please refer to Annexes A –F for summary of draft provincial plans to scale up RTS interventions).

It is important to acknowledge that the provinces are at different stages of the planning process.

Some provinces have already produced fairly detailed draft plan, while others still need to work

on the details. It is, however, encouraging to note that all target provinces showed strong interest

and commitment to work with RTS and expand lessons learned in the target districts to non-

target districts.

The table below presents the summary of provincial rollout plans reflecting timeframes and targets S.

No.

Provinces

# of

districts at

the

moment

RTS

Target

Districts

Non-

Target

districts

Rollout timeframe Estimated

Targets 2013 2014 2015 2016

1 Northern 8 2 6 2 (RTS) +

orientation

3 3 8 91,000*

2 Luapula 7 2 5 2 (RTS)+2 2 1 7 216,000*

3 Muchinga 7 2 5 2 (RTS)+5 7 **

4 Eastern 7 2 5 2 (RTS)+5 7 63,650*

5 Northwestern 7 2 5 2 (RTS) +

orientation

2 3 7 170,006*

6 Western 7 2 5 2 RTS 5 7 106,020*

Total 43 12 31 12 (RTS)+12 12 7 43

*targets are taken from Provincial strategic plans developed with the help of the USAID/Zambia Step Up Zambia Project. It

indicates the number of pupils who will breakthrough by end of 2014.A more detailed target setting will have to be done at

district level for the follow on targets through 2016 in each province.

** Muchinga province indicated targets expressed in % leading to 100% of pupils in grade one to breakthrough by 2016.


V. ANNEXES: DRAFT PROVINCIAL ROLLOUT PLANS


Annex A: Northern Province RTS Activities Rollout Plan to Non Target Districts

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING

AND EARLY EDUCATION

NORTHERN PROVINCE RTS ACTIVITIES ROLE OUT PLAN: 2013 – 2016

1. Introduction

It is generally agreed that the levels of reading in the province have been down for quite some

time now and further acknowledge that as a result of this there is poor performance and low

reading in government schools. The attitude of teachers has also been cited as the major problem

affecting performance in schools. Children at lower level of primary school are not properly

assessed. The assessment system that is available now is not done in a most effective manner in

order to monitor children’s performance in reading. The use of assessment tools such as weekly

and monthly test is rarely used in schools. The training that the teachers have undergone appears

to be inadequate to live up to the expected performance that is required from them in order to

teach reading. Inadequate teaching and learning materials has been identified as a challenge to

reading. Schools have no tools to monitor children’s progress in reading thus information/data on

reading levels at primary schools is not usually available. NBTL approach started well but has

not been sustainable owing to the fact that lack of materials and skills to implement is not

available.

As a Ministry, we are dedicating ourselves to ensuring that reading levels are improved in all the

districts in Northern Province. This will be realized by working with Read To Succeed Project.

This partnership will ensure that schools provide adequate instructional services that will enable

children in Primary Schools to learn how to read better and faster. From the onset the ministry

will take a leading role in all RTS activities for supporting reading instruction. Therefore, this

plan will serve as a guide to ensure RTS activities in the two districts are sustained as well as

rolled out to other parts of the province resulting into a holistic approach of all districts in the

province.

2. Overall Approach

2.1 Roll Out Plan

The Province has committed itself in taking a leading role in ensuring that it owns the

program. In the roll out plan, the Province intends to stagger the program starting from the

year 2013 through 2016.

For the roll out plan to succeed, there is need for the Province to include RTS activities in the

2013 Provincial Annual Work Plan and Budgets (AWPB). This is aimed at ensuring that

continuity of the RTS activities is guaranteed. This plan is aimed at improving the reading

levels and ultimately increases the number of children who are able to read and write. The


order of districts to be captured in the training program will follow the pattern outlined

below. Time Frame

2013 2014 2015 2016

Kasama Luwingu

Mbala

Mpulungu Kaputa

Chilubi

Sensitization process of RTS

& Orientation of Districts

and implementation of some

minor activities.

Luwingu

Mbala

Mpulungu

Scaling up of activities

Kasama

Kaputa

Chilubi

Activity implementation scaled up

further.

Kasama Luwingu

Mbala

Mpulungu Kaputa

Chilubi

All districts to be

reached full

scale.

2.2 Roll Out Activities

Replication of the same activities that are being implemented with direct support from RTS

in the target districts will be rolled out in the remaining districts. The roll out plan of

activities will follow the cataract system. That is, in this case, the trainings will start from the

Province up to the school level in which the DEST, ZEST and the SEST will be trained as

trainers who will in turn train the teachers in schools. The same personnel trained as trainers

by RTS will be used.

2.3 Roll Out Structures

To ensure continuity of the program, there is need to capacity build personnel in non-targeted

districts. The Master trainers used in targeted districts will be used as facilitators in the non-

targeted districts. To ensure program continuity and sustainability, the SPRINT system

approach will be used.

2.4 Delivery Mechanism

Since the SPRINT system is institutionalized and is school-based with minimum or no cost at

all, this will be the best mechanism through which RTS activities could be delivered to non-

targeted schools.

2.5 Time Frame

The province has set a target of 91, 000 learners to breakthrough in reading by 2014. The

number is expected to increase progressively up to 2016. Each district will contribute to this

target based on the number of schools in that particular district.

.


2.5.1 Time Frame – Targets by Year See matrix

Ministry of Education Science, Vocational Training and Early Education

Provincial Education Office, Kasama, Northern. Roll out Plan and Exit Strategy Ministry of Education/ Read To Succeed

Task Activities Delivery

Mechanism Indicator Target Time Frame

Person(s)

Responsi

ble

Implementation

Capacity: Able (A),

Not Able, (NA)

Response

SIR 1.1:(Task

1a) 2013 2014 2015 2016

Teacher

effectiveness and

accountability leading to

improved reading

instruction

Train Zone In-

service coordinator

and Zone Head Teachers at Zone

Centre schools in

teaching of reading skills and effective

use of assessment

Record cards for continuous

assessment

Grade meetings

at the Zone

Resource center and Teacher

Group

Meetings (TGMs)

# of teaching and

learning skills

sharpened and Performance

assessment plans

developed for use to improve learner

performance

2,000 Schools in 6

Districts

Kasama Luwingu Chilubi,

Mbala, Mpulungu

& Kaputa

500 Teachers

Effective and

Accountable to improved

reading

instruction

Kasama

(250)

Luwingu

(250)

500 Teachers

Effective and


reading

instruction

Mbala (250)

Mpulungu

(250)

500 Teachers

Effective and


reading

instruction

Kaputa (250)

Chilubi (250)

500 Teachers

Effective and

Accountable to improved reading

instruction

Kasama (100)

Luwingu (100)

Mbala (100) Mpulungu (100)

Kaputa (50)

Chilubi (50)

SEST,

ZEST and

PEST

Not Able: Despite

schools having the

capacity to organize in-service meetings using

existing structures but

require support from partners to share the

cost with the Province

for conducting Zone trainings

Task 1.1.2: Deliver

Continuing

Professional Development

(CPD)

Prepare common

Lesson plans to

improve teaching skills and

strengthen school-

based monitoring

Lesson Study

demonstrations

in real classroom

situations for all

Schools

# of common

Lesson plans

prepared for improved teaching

skills

4,000 common

Lesson plans

Developed by PEST

DEST and SEST

500 common

lesson

plans

1,250

Common

Lesson plans

1,250

Common

Lesson Plans

1,000

Common

Lesson plans

SEST,

DEST and

PEST

Able: Activities

conducted during

lessons

SIR1.2: Head Teacher and Senior

Manager CPD and

support program strengthened

Train new Head teachers and Senior

Managers in

SPRINT

Training to be conducted at

District

Resource Centres

# of new Head Teachers and

Senior Managers

trained in SPRINT system

1,500 new Head Teachers and

Senior Managers

6 PEST 6 DEST

6 ZEST

250 new Heads and

Senior

Managers 6 PEST

6 DEST

6 ZEST

500 new Heads and

Senior

Managers 6 PEST

6 DEST

6 ZEST

250 new Heads and

Senior

Managers 6 PEST

6 DEST

6 ZEST

500 new Heads and

Senior Managers

6 PEST 6 DEST

6 ZEST

PEST,DEST and

ZEST

Not able: funds to conduct training are

insufficient. (Province

and Districts to cost share with partners for

trainings)

Task3.2.1 Training

of teachers and

ESO on implementation of

School Guidance

and Counseling

Train School

Guidance Teachers,

Guidance Coordinator

DRCC and Eso

Special.

Training at

District

Resource Centres

# of Guidance

Teachers trained

to improve Learner support

for improved

performance

2,000 School

Guidance teachers

6ESO Special 6DRCC

6 PEST

250 School

Guidance

Teachers 6 ESO

Special

6 DRCC 6 PEST

250 School

Guidance

Teachers 6 ESO Special

6 DRCC

6 PEST

500 School

Guidance


6 DRCC

6 PEST

500 School

Guidance


6 DRCC

6 PEST

PEST,

DEST and

Guidance Teachers

Able: with funds to

support trainings

Task1.1.3:Motivat

e professional

Support Zone

Centre Schools to

CPD # of Heads and

teachers Changed

4,000 Heads and

teachers

1,000 Heads

and teachers

1,000 Heads

and teachers

1,000 Heads

and teachers

1,000 Heads and

teachers

DEST

ZEST

Able: Use of local

resoureces




Person(s)

Responsi

ble

Implementation

Capacity: Able (A),

Not Able, (NA)

Response

SIR 1.1:(Task

1a) 2013 2014 2015 2016

teacher behavior

and strengthen accountability for

improved results

implement effective

and interactive methods for

teaching reading

mindset to

enhance behavior for promoting

better results

professional

Motivated: 6 ZEST

6 DEST

6 PEST and 2 RTS Staff

monitor

PEST RTS

Sensitize communities on re-

entry policy for

pregnant girls

Hold stakeholders Meetings

Cluster schools within local

communities

with rampant problems of

pregnant girls

to continue sensitizing at

School level

# of girls re-entered to

contribute to

increased access for learning and

performance

# of sensitization meetings held.

1,000 communities

reached out in

each zone

200 communities

and Schools

6 PEST 6 DEST

300 communities

and Schools

6 PEST 6 DEST

200 communities

and Schools

6 PEST 6 DEST

300 communities and Schools

6 PEST

6 DEST

PEST and DEST

Able: communal feeding and transport

available only

allowances and fuel is required

Task3.3.1 Assist

Districts to establish local

School community

partnerships

Districts, Schools

and Communities develop local

community

partnership policies

Develop local

policies to strengthen

community

partnerships:

Districts hold

1meeting with community

every term

# of Districts to

establish local School

Community

Partnerships

created for

common understanding of

improved learner

performance to 30 girls

re-entered

termly

6 PEST and 2,400

local communities and Schools

6 DEST

600 local

communities and Schools

6PEST

6DEST

600 local


6PEST

6DEST

600 local


6PEST

6DEST

600 local


6PEST

6DEST

PEST,DES

TZEST and SEST

Able: Districts to share

cost with RTS and partners such as

FAWEZA , CAMFED,

UNICEF

Political leaders

and other line Ministries

Task2.1.2: Review and revise policies,

strategies and

procedures for CA

Hold quarterly review meetings

Submission of monthly reports

and evidence-

based information for

CA from

Schools to Districts and

Province

# of review meetings held

annually

for corrective measures to

Improve learner

performance

2,000 Schools 6DEST

6PEST

hold review meetings

500 Teachers trained

6 ZEST

6 DEST 6 PEST


6 ZEST

6 DEST 6 PEST


6 ZEST

6 DEST 6 PEST


6 ZEST

6 DEST 6 PEST

SEST ZEST

DEST

PEST

Able: Schools, Zones, Districts and

Province to organize

Review meetings

Task1.2.3 Strengthen the

School INSET

Monitoring System (SIMON)

Lesson study :lesson planning,

effective teaching

skills and monitoring

Intensify monitoring of

the School

Programe of In-service for the

# of lessons planned

effectively

and teachers monitored

90 Zones: 36,000 lessons

planned

effectively

9,000 Effective

Lessons

planned

9,000 Effective

Lessons

planned

9,000 Effective

Lessons

planned

9,000 Effective

Lessons

planned

PEST DEST

ZEST

SEST

Able: Using existing structures, and cost

share with partners for

PEST, DEST and ZEST to monitor




Person(s)

Responsi

ble

Implementation

Capacity: Able (A),

Not Able, (NA)

Response

SIR 1.1:(Task

1a) 2013 2014 2015 2016

Term

(SPRINT) by PEST, DEST,

ZEST and

SEST

2,800 teachers

Monitored

700

Teachers monitored

700

Teachers monitored

700

Teachers monitored

700

Teachers monitored

implementation of

SPRINT in Schools

Task2.3.3:Assist

Districts in

effectively using CA data

Train Districts to

create CA data

Record Systems and analyze results

regularly to provide

appropriate intervention

Computerized

data bases for

CA used to improve learner

performance

# of Districts

Trained to create

data bases: Kasama

Chilubi

Luwingu Mbala

Mpulung

Kaputa

6 ESO Generals,

6 PEST

6DEST and 2000 teachers

trained to establish

CA Data bases for improved learner

Performance

6 ESO

Generals,

6 PEST 6DEST and

500 teachers

trained to establish CA

Data bases

for improved learner

Performance

6 ESO

Generals,

6 PEST and 6DEST and

500 teachers


Data bases for

improved learner

Performance

6 ESO

Generals,

6 PEST and 6DEST and 500

teachers


Data bases for

improved learner

Performance

6 ESO Generals,

6 PEST and

6DESTand 500 teachers trained

to establish CA

Data bases for improved learner

Performance

PEST

RTS and

other partners

Able: Province and

Districts to plan for

Effective use of CA Data

IR3 (Task3): School-based HIV-

AIDS mitigating &

equity-enhancing

student support

and services

Train and provide material for

information

dissemination to

support

School-based HIV-AIDS and OVC

issues

School-based health and

equity services

# of HIV-AIDS and equity

services

established in

2,000 Basic

Schools in 6 Districts

6 Human Resource Officers,

6 Planning

officers,

6 PEST,

6DEST and 500 Guidance

Teachers trained

6 Human Resource

Officers, 6

Planning

Officers,

6 PEST, 6 DEST and

500

Guidance Teachers

trained

6 Human Resource

Officers, 6

Planning

Officers,

6 PEST, 6 DEST and

500

Guidance Teachers

trained

6 Human Resource

Officers, 6

Planning

Officers,

6 PEST, 6 DEST and

500

Guidance Teachers

trained

6 Human Resource

Officers, 6

Planning

Officers,

6 PEST, 6 DEST and

500

Guidance Teachers

trained

PEST DEST

ZEST

SEST

Able: Schools, Districts and Province

to plan and implement;

work with partners,

Ministry of Health and

Community Development.

Number of Zones: Mbala 21, Kasama 25, Chilubi 12, Mpulungu 10, Kaputa 12, Luwingu 19 (Mporokoso 20 & Mungwi 12)


Annex B: Luapula Province RTS Activities Rollout Plan to Non Target Districts

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING

AND EARLY EDUCATION

LUAPULA PROVINCE RTS ACTIVITIES ROLE OUT PLAN: 2013 – 2016

1. Introduction

With the low reading levels among children in Zambia, Luapula Province is no exception to this

phenomenon. This is evidenced by the current reading levels in the Province which are below

forty percent (40%). Children in lower grades face challenges that keep them from performing

well and participating fully in the learning process. Poor learning environment, weak school

management, insufficient skilled teachers to teach reading, have among other factors limited the

opportunity for children to learn how to read.

As a Ministry, we have committed ourselves to ensuring that reading levels are improved in all

the districts in Luapula Province. This will be realized by working with Read To Succeed

Project. This partnership will ensure that schools provide adequate instructional services that will

enable children in Primary Schools to learn how to read better and faster.

From the onset the ministry will take a leading role in all RTS activities for supporting reading

instruction. Therefore, this plan will serve as a guide to ensure RTS activities in the two districts

are sustained.

For the non-RTS districts, it will be the responsibility of the Province to align RTS activities

with the Provincial Strategic Plan on improvement of Learner Performance so that the activities

in the targeted districts are replicated in the non-targeted ones.

2. Overall Approach

2.1 Roll Out Plan

The Province has committed itself in taking a leading role in ensuring that it owns the

program. In the roll out plan, the Province intends to stagger the program. In 2013, Milenge

and Samfya districts will be targeted. In 2014, the Province intends to bring on board

Chienge and Nchelenge districts and finally roll out the program to Kawambwa district in

2015.

The combined monitoring program conducted by the Provincial Education Office and the

USAID officers from STEP UP Zambia and Read To Succeed revealed that Milenge and

Samfya Districts had the lowest reading levels of learners in the Province. Also, the

monitoring visit indicated that the two districts were not performing well in managerial and

supervisory skills in most of the Schools visited. Hence, the need to introduce the roll out

program to Milenge and Samfya districts first.


For the roll out plan to succeed, there is need for the Province to include RTS activities in the

2013 Provincial Annual Work Plan and Budgets (AWPB). This is aimed at ensuring that

continuity of the RTS activities is guaranteed. In the following years, other districts will be

captured until all are catered for. This plan is aimed at improving reading levels and

ultimately increases the number of children who are able to read and write.

2.2 Roll Out Activities

Replication of the same activities that were done by RTS in the pilot districts will be

followed in the remaining districts. The roll out plan of activities will follow the cascade

system used during the PRP trainings. That is, in this case, the trainings will start from the

Province up to the school level in which the DEST, ZEST and the SEST will be trained as

trainers who will in turn train the teachers in schools. In short, the same personnel trained as

trainers by RTS will be used. The order of districts to be captured in the training program

will follow the pattern outlined in 2.1 above.

2.3 Roll Out Structures

To ensure continuity of the program, there is need to capacity build personnel in non-targeted

districts. The Master trainers used in targeted districts will be used as facilitators in the non-

targeted districts. To ensure that the program is sustained, the SPRINT system, a vehicle

through which all MESVTEE initiatives are delivered to schools, will be used.

2.4 Delivery Mechanism

Since the SPRINT system is institutionalized and is school-based with minimum or no cost at

all, this will be the best mechanism through which RTS activities could be delivered to non-

targeted schools

2.5 Time Frame and target

The province has set itself a target of 216, 000 learners to breakthrough in reading by 2014.

Since there are seven districts in Luapula Province, it is expected that in each district an

average total of 30, 000 learners should be able to breakthrough in reading by 2014.

2.5.1 Time Frame – By District by Year

The figures indicated in the table below are averages reached by dividing the total provincial

target by the number of districts in the province. This means that the total number of learners

who are expected to breakthrough in each district will depend on the size and the enrolment

figures per district. Further, each district and school will be given targets to be met each

year.


Activity Matrix: Timeframe and Targets

Districts RTS areas of

activities

Responsibility

(which Unit in the PEO is

taking the lead)

Collaboration

(organizations and/or

projects collaborating

with PEO)

Outcomes

Reading Targets

(# of pupils to

target with

improved

reading)

Timeframe

2013 2014 2015 2016

District 1

(Milenge)

Teacher support Education Officer - Teacher

Education

RTS, STEP-UP,

UNICEF, JICA, FAWEZA

Improved Literacy skills,

Improved teacher performance through

Capacity building of teachers,

Resource mobilization, storage and distribution

4225 pupils 1225 1000 1000 1000

School

Management and

Leadership

Principal Education

Standards Officer (PESO)

RTS, STEP-UP,

UNICEF, JICA

Improved school management and supervisory skills,

Improved teacher and learner performance,

Guidance and

Counseling,

HIV/AIDS prevention and

Community

support

Senior Education Officer

(Guidance &

Administration)

RTS, STEP-UP,

UNICEF, JICA

Establishment of functional School Guidance

committees,

Provision of Guidance & Counseling Psycho social

Care and Support services to teachers and learners,

Research Senior Planning Officer RTS, STEP-UP, UNICEF, JICA, Mansa

College of Education

Identification of factors contributing to poor teacher and learner performance,

Recommendations for appropriate interventions identified,

District 2

(Samfya)


Education

RTS, STEP-UP,






7570 pupils 2570 2000 2000 1000

School

Management and Leadership

Principal Education


RTS, STEP-UP,

UNICEF, JICA



Guidance and

Counseling,


Community

support


(Guidance &

Administration)

RTS, STEP-UP,

UNICEF, JICA


committees,


Care and Support services to teachers and learners,

Research Senior Planning Officer RTS, STEP-UP,

UNICEF, JICA, Mansa


Identification of factors contributing to poor teacher

and learner performance,



activities

Responsibility


taking the lead)

Collaboration



with PEO)

Outcomes

Reading Targets

(# of pupils to

target with

improved

reading)

Timeframe

2013 2014 2015 2016

Recommendations for appropriate interventions

identified,

District 3

(Chienge)

Teacher support Education Officer - Teacher Education

RTS, STEP-UP, UNICEF, JICA,

FAWEZA





3451 pupils 1000 1000 1000 451

School Management and

Leadership

Standards Principal Education Standards Officer

(PESO)

RTS, STEP-UP, UNICEF, JICA



Guidance and Counselling,

HIV/AIDS

prevention and Community

support

Senior Education Officer (Guidance &

Administration)


Establishment of functional School Guidance committees,

Provision of Guidance & Counseling Psycho social Care and Support services to teachers and learners,

Research Senior Planning Officer RTS, STEP-UP,

UNICEF, JICA, Mansa College of Education

Identification of factors contributing to poor teacher

and learner performance,


identified,

District 4

(Nchelenge)


Education

RTS, STEP-UP,

UNICEF, JICA,

FAWEZA


Improved teacher performance through Capacity building of teachers,


5762 pupils 2000 1762 1000 1000

School

Management and

Leadership

Principal Education


RTS, STEP-UP,

UNICEF, JICA



Guidance and Counseling,

HIV/AIDS

prevention and Community

support

Senior Education Officer (Guidance &

Administration)


Establishment of functional School Guidance Committees,

Provision of Guidance & Counseling Psycho social Care and Support Services to teachers and learners,






activities

Responsibility


taking the lead)

Collaboration



with PEO)

Outcomes

Reading Targets

(# of pupils to

target with

improved

reading)

Timeframe

2013 2014 2015 2016


identified,

District 5

(Kawambwa)


Education Officer - Teacher Education

RTS, STEP-UP,






4869 pupils 1869 1000 1000 1000

School

Management and

Leadership

Principal Education


RTS, STEP-UP,

UNICEF, JICA



Guidance and

Counseling,


Community

support


(Guidance &

Administration)

RTS, STEP-UP,

UNICEF, JICA


Committees,


Care and Support Services to teachers and learners,




Recommendations for appropriate interventions identified,


Annex C: Muchinga Province RTS Activities Rollout Plan to Non Target Districts

Muchinga Province RTS Activity Rollout Plan to non-target districts;

2013 -2016

Introduction

The general reading culture of reading amongst pupils in the Muchinga province has been below

average. This culture has been generally known to affect the learning outcomes, and particularly

the pupil learner performance. While this is prominent in every district in the province, various

causes have been known for such results; Prominent amongst causes for poor teaching and

learning outcomes are;

Poor teacher pupil contact time

Teacher absenteeism

Lack/inadequate targeted and focused instructional materials

Poor monitoring and evaluation systems

In response to the above challenges, the province is committed to work with Read To Succeed

Project to provide essential services to teachers, head teachers and students so that pupils read

better and faster. Read To Succeed project is planning to directly support two districts (Chinsali

and Isoka) over the next four years to model relevant interventions that potentially improve

reading in basic schools. However, the province believes that all districts deserve similar support.

The brief rollout plan defines how the province plans to take RTS interventions from the two

target districts to non-target districts.

This rollout plan has been developed by the provincial education officers in a meeting held in

Chinsali during the week of December 10th

followed by a 2-day workshop RTS and PEOs from

the six target provinces. Positive results were registered during the meeting in Chinsali with the

Provincial Education Officer on the suitability component. The following were agreed upon as

strategies for sustainability.

Effective orientation of key MESVTEE staff

Cost sharing

Effective implementation of Monitoring and Evaluation and reporting systems

Constant program review

Involvement of key and strategic staff

Continuous capacity building; training head teachers, DRCCs and other key staff

Make PEO/DEBS accountable

Systematic winning strategy

Effective community mobilization and creative grassroots demand

Mainstream RTS in the already existing effective reading models (e.g. NBTL or revised

version)

Engaging staff with exceptional skills in creating models of excellence


Create effective feedback system

While the province agree and committed to work closely with RTS in the two target districts, it is

also determined to scale up successful activities to non-target districts. The following section

highlights how the province would like to rollout RTS activities in the non-target distinct.

Provincial Rollout Plan for Non-target districts– 2013-2016

During the consultative meetings, the following districts role out plan was agreed upon by the

provincial education office.

Chinsali and Isoka are already targeted to be covered by RTS.

The rest of the districts will be taken on by the Province with close collaboration from the

Read To Succeed Project without a major cost strain on RTS as a test on suitability and

exit strategy.

The MESVTEE will eventually take ownership of the entire program

Planned reading target in percentages

The following targets for schools were agreed upon;

Year 2013 - 80% of the total population of grade one pupils

Year 2014 – 85% of the total population of grade one pupils



Declarations/Statements made by Muchinga Province Education Staff

We do not need total dependence on donor driven activities, but we would like to move

towards a more sustainable approach

We do not need to bring in new models on reading, but rather, we shall utilize those

models that have already proved to be effective for the teachers and learners and are

already being tried by RTS in the target districts

As much as RTS would like to start with the initial 2 districts in Muchinga province, we

are going to begin implementing in the rest of the districts from the start

Our target percentage is 100% by 2016 and nothing less!

The Provincial education staff will work as a team; everyone participates and understands

everyone’s roles

We are happy with the RTS approach and entry model, and will fully support the project

Challenges

As a new province Muchinga has a number challenges. One of the major challenges encountered

was the lack of accommodation for staff. It will continue to pose a challenge for the staff moving

to take office in Chinsali district. This is mainly because of the numerous government staffs that

have been deployed to take office in the new provincial capital.


The absence of banking and fuel facilities in the district will pose a big challenge as transactions

will have to be conducted in Nakonde, which is located about 210 kilometers away from

Chinsali. This will have a bearing on both financial resources and time.

Other programming and advocacy challenges reflected during the consultative meetings with

Education Ministry officials included the following;

Teacher retention

Teacher absenteeism

Lack of accountability by head teachers

Poor staffing levels

Inadequate and Poor teacher accommodation

Lack of sense of ownership and program appreciation and mainstreaming

Lack of teacher confidence

Detains of this plan will be developed with timeframe standards and targets by district and

schools


Annex D: Eastern Province RTS Activities Rollout Plan to Non Target Districts

The Eastern Province Consultative Meeting on the Exit Strategy

Held on 10th

and 12th

Dec. 2012

INTRODUCTION

It has been noted with great sadness that reading levels were very low amongst pupils in the

province. As a result, learner performance has been adversely affected.

It is against this background that the province organized a provincial indaba involving a number

of stakeholders to discuss a way forward. It was at this forum where a 3 year Strategic Plan for

the province was formulated. The Eastern Province strategic plan has 6 main areas of focus.

They are as follows:

Leadership, Management and Supervision

Teacher preparedness

Assessment

Supporting Learners

Policy development and implementation

Monitoring teaching and learning

To ensure implementation of the Strategic Plan, targets were set at all levels. The province will

continue to realize and work towards meeting these targets. RTS interventions will support the

province in meeting the targets in the focus districts. The province will use RTS activities and

implement in the non-target districts.

Therefore, the coming in of the Read To Succeed project was a blessing for Eastern Province in

particular in that the project’s main objective is a cornerstone for improving reading levels

amongst pupils in our schools.

Strategies identified for rollout

A number of suggestions related to the roll-out were raised and discussed. The following are

strategies that Eastern province plans to use to rollout RTS activities to non-target districts. The

rollout starts in all non-RTS target districts in 2013

Sensitization of all stakeholders on the roll-out strategies

Inclusion of project activities into the MESVTEE AWPBs

Collaborating with partners

Training of DRCCs and ESO (GIs) as Master Trainers for non-targeted districts

Training of all zonal Heads, Deputy Heads and ZICS

Training of Head Teachers, Deputy Heads, Senior Teachers and SICs

Training of all teachers in schools within the zones

Set reading targets in both Nyanja and English from grades 1-7

Develop standardized local monitoring tools to track reading levels in all schools


Strengthen internal monitoring by school administrators

Strengthen guidance and counseling services in schools

Form guidance and counseling committees where they do not exist

Targets

In terms of the actual reading targets, the members agreed that there would be need for

individual districts to arrive at those. In addition to this, the Provincial Education Officer through

the Principal Education Standards Officer thanked Read To Succeed as a project for the

wonderful initiative of charting the roll-out well ahead of time as compared to the past projects

which dealt with the roll-out at the “Eleventh Hour”.


schools.


Annex E: Northwestern Province RTS Activities Rollout Plan to Non Target Districts

Ministry of Education, Science, Vocational Training and Early Education (MESVTEE)

North Western Province

Plan to scale up RTS activities to RTS non-target districts

North Western Province has for years, ranked among the lowest in national examination results

at all levels. Reading levels of pupils in early grades is not at all encouraging. While much has

been done to improve the quality of the education in the province, much still needs to be done

before pupils in the Northwestern Province enjoy quality education and get a fighting chance to

prepare for a future in a rapidly transforming country.

Spurred by the global commitments such as Education for All and MDGs, and in pursuit of their

development goals governments in Africa have over the last few decades understandably

directed much of their investment in education towards enhancing access to education.

Enrolment in Zambia has risen at least twofold since the launch of the “Educating Our Future”

policy and introduction of free primary education. This has impacted the student population of

the Northwestern Province as well. We celebrate achievement gained in expanding access in the

whole of Zambia including our province, but on the other hand, quality has become a serious

issue. In a national literacy and numeracy assessment of 2006, the province registered literacy

and numeracy levels at Grade Five of only 38% and 34% in English and Mathematics

respectively. The situation is worse the further one travels from the towns and business centers.

While there are many factors affecting the quality of education such as teacher-pupil ratio,

school infrastructure, the socio-economic background of the learner, community participation in

education and pupil book ratio, research shows that learning-focused school leadership and

management and the quality of instruction rank among the most important factors. The province

therefore, found many of the RTS activities very relevant and timely. Hence, the province will

fully support RTS’s efforts in implementing its activities in the selected two target districts while

planning to expand the coverage and take these activities to other project non-target districts.

To do so, the province will:

assume direct ownership of the implementation of the program while acknowledging PEO

and DEBS as the mandated bodies for the provision of education in the province

take the lead in all project implementation, but more importantly take initiatives and lead the

expansion of activities to non-target districts.

share the major part of the financial and human resources needed for the full implementation

of the program in non-target districts;.

draw and propagate lessons learned from the program for maximum social capital gains to

and for the furtherance of quality education in Zambia.


Proposed sustainability measures

In collaboration with RTS, the North-western Provincial Education Office will take the

following actions to ensure that RTS’s successful activities are sustained beyond the life of the

project and to ensure that lessons learned in the two target districts are transferred to non-target

districts.

Streamline RTS interventions in the provincial annual work plan

Engage provincial staff in all RTS activities enhance learning by doing to ensure transfer

of skills

Strengthen linkages between schools to zones, districts and province in sharing feedback

and plan for actions

Strengthen operations of the Provincial Education Support Team (PEST) and the District

Education Support Teams (DESTs) to increase their support to schools

Build capacity of DRCCs and DESOs who are expected to provide continuous support to

teachers in their districts

Strengthen linkages with mines: Lumwana, Kansanshi, Kalengwa and Kalumbilo to

fundraise and increase resources to schools

Develop the capacity of Colleges of Education and insure that new teachers are trained in

better reading instruction to ensure that all teachers leaving colleges have the skill to

teach reading

Retrain all serving teachers in reading skills to reduce fears of running out of teachers

that were trained in reading skills

Utilize TGMs in strengthening teachers skills in teaching literacy and ensuring that every

grade teacher to give assessment reports

Implement school-based monitoring and evaluation system to ensure that teachers

practice the skills they gained in trainings

Promote pupil reading clubs with innovative ideas of local class competitions based on

awarding good performing individuals or institutions

Develop an annual budget to support the project implementation and build a standing

arrangement with local partners to fund the budget on yearly basis through the PPP

arrangements. In short, start building into the provincial, district and school budgets all

activities of RTS to ensure that they are well taken over before RTS project closes

Start local income generating initiatives at PEO, DEBS and schools that will provide

disposable income to support on-going project implementation and monitoring of reading

activities in schools

Train pupil and teacher peer educators on annual basis to run their own HIV/AIDS

prevention activities in schools to ensure that programs are owned by institutions as well

as replace those that leave, thus avoiding the cry of staff that were trained and later leave

schools on transfer, promotion or resignation

Non-Target Districts’ RTS rollout plan

The province is convinced that it needed to work very closely with RTS in the two target districts

before it plans to take activities to non-target districts. In 2013, all relevant officers and the PEO

will authentically participate in planning, implementation and monitoring of RTS in the two


districts. While working with RTS in the target districts, the province will introduce RTS to two

non-target districts. In October 2013, the province will review lessons learned from the tow

target districts and incorporate promising activities into all non-target districts. The three step

process is as follow;

January - September 2013 – project implementation in target districts with a few trials in

two other districts

October 2013 – review of the project to show progress made and learn lessons from it

January 2014 – roll out of the project to remaining 3 districts

Reading Targets

By the end of 2014, all pupils in grades 1-4 in government basic schools in the North Western

Province are expected to gain better reading skills.


schools


Annex F: Western Province RTS Activities Rollout Plan to Non Target Districts

Ministry of Education, Science, Vocational Training and Early Education (MESVTEE)

Western Province, Provincial Education Office

Rollout Plan of RTS Activities to Non-Project Target Districts

In the Zambia, early grade reading is found to be a serious problem in the basic education

system. The Western Province is not an exception. As the results, students’ achievements on the

national and regional examinations have always been sources of concern. Anecdotal reports

indicate that the following are causes for pupils’ low performance:

Inadequately trained teachers, particularly in teaching literacy in early grades and

classroom management;

Inadequate introduction of literacy teaching in the Collages of Education to inform now

teachers before they join the teaching profession,

Inadequate resources to support teaching and learning in schools

Lack of accountability on the part of head teachers and teachers for students’ failure

Inadequate school support and services by districts

Poor school-based monitoring and evaluation

Lack of community and parental support

The introduction of the Read To Succeed Project by USAID Zambia is, therefore, timely and

relevant. The Province has started off well with RTS and committed to provide full support to its

implementation. Working closely with RTS, it will eventually make sure that all promising

project interventions are integrated into the provincial plans and sustained. Moreover, those

activities that show positive impact on student learning will be identified and shared with non-

project target districts.

The Western province is committed to take the following actions to ensure sustainability of

RTS’s interventions, provided they are effective in improving learner performance.

Incorporate of RTS activities in provincial annual work plan.

PEO taking a leading role in the implementation of RTS activities.

Work with RTS to orient key MESVTEE staff & build their capacity

Work with RTS and Step Up to improve mmonitoring and evaluation and reporting

systems; this is done through the development of assessment tools and strengthening

internal monitoring by school administration

Review and incorporate RTS/MESVTEE reading strategy in the teacher training colleges

Integration of early grade reading assessment in school based assessments.

Increased levels of responsibility and accountability PEO, DEBS, Zonal Heads, Heads,

and Section Heads & Teachers.

Make sure that project operation is low cost and affordable

Coordinate the efforts of the various development partners and implementing agencies

for effective use of limited resources in the province.


Promote pupil reading clubs with innovative ideas of local class competitions based on

awarding good performing individuals or institutions

Use good of RTS trained Master Trainers to roll out RTS activities to non-target districts

Organize exchange visits to ‘Models schools or Centers of Excellence’ once they are

identified

Rollout to non-target districts

The Western province would like to take a cautious step to rollout RTS activities to non-target

districts.

i) In 2013, the province will work closely with RTS to learn more about strategies

and activities and determine if the interventions are sound;

ii) The province will then incorporate RTS activities in its annual work plan and

budget.

iii) Early 2014, the province will provide intensive orientation to district officers in

non-target districts and plan for RTS rollout

iv) In 2014, province will rollout RTS activities to the non-project target districts

Reading targets

Reading targets will be set by each of the districts during the planning process. It is anticipated

that all pupils in all basic schools in the province will benefit from the project.


schools in due time.

Documents

read to succeed - exit strategy - USAID