Literacy Development in Fragile ContextsGlobal Reading Network

July 19, 2017

Agenda

▪ Mitigating effects of adversity

▪ Pakistani context

▪ Overview of Pakistan Reading Project

▪ PRP program implementation in depth look: Materials development

▪ Challenges and lessons learned

▪ PRP successes

▪ Further Research

Learning to read in a healing classroom

Sense of Safety

Sense of Control

Sense of Belonging

Relationships with Peers Feelings of

Self Confidence

Personal Attachments

Intellectual Stimulation

Pakistan: Fragility Footprint

Geo-political conditions

Gender Equity

Literacy Landscape

Pakistan: Student Reading Achievement Data

The national-level data of the Annual Status of Education Report (ASER) – 2013 shows that, on average, 40 percent of third grade public school children in Pakistan cannot read a sentence in Urdu.

Pakistan Reading Project 2015 EGRA baseline data results demonstrate high percentages of zero scores in ORF and low percentage of correct letter sound knowledge:

Key Targets1.3 million grade 1 and 2 students23,800 teachers3,161 scholarships

Award PeriodJune 28, 2013 to June 27, 2018

Total Estimated USAID Amount$165 M

Provincial Offices=7District Offices= 38Total PRP Staff= 665

Pakistan Reading Project Overview

▪ Improved Classroom Learning Environment for Reading

▪ Improved Policies and Systems for Reading

▪ Community Based Support for Reading

▪ Gender

▪ Monitoring, Evaluation & Learning

Overall Program Achievements

114,895School Supports Visits

28Policies

446,023Students

3,161Scholarships

15,535Teachers

3,988,989Teaching Learning

Materials

30Grants

PRP: Contributing to improved reading skills of students

2.8%

20.8%

26.5%

17.1%

23.4%

42.2%

0.1%

14.8% 15.6% 16.2% 16.0%

30.5%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Orientation to Print Phonemic Awareness Letter Sound Fluency Familiar Word Oral Reading Fluency ReadingComprehension

Urdu Percentage of Grade 2 Students in Cohort 1 Students with Zero Scores from Baseline to Endline

Baseline Endline

Teaching Learning Materials (TLM)

Grade 1 and 2 TLM in Urdu, Sindhi, Pashto

Teacher PackageDaily lesson plans, flash cards, syllable charts, big books, leveled readers

Student PackageStudent workbook

Classroom based formative assessments

Challenges and Lessons Learned

Material development

process

Security

Governance systemsGender Equity

Capacity building

Classroom Context

Successes

Quality reading materials and

training Reading Policies

Community Engagement

Valorizing mother tongue

Promoting equitable

representation

Print-rich environment

Fostering safe and healing classroom

practices

Further Research

▪ Building body of evidence for fragile states

▪ Evaluating programs at scale

▪ Considering program impact on both academic skills and social emotional well being

Questions?

Thank you!

Resources

International Network for Education in Emergencies: Conflict Sensitive Education Pack on the INEEwebsite at ineesite.org/education-fragility/conflict-sensitive-educatio.

International Rescue Committee. (2013). Learning to Read in Healing Classrooms. New York City: IRC.International Rescue Committee. (2016). Safe and Healing Learning Spaces. New York City: IRC.National Education Management Information System Academy of Educational Planning and Management Ministry of Federal Education and Professional Training, Government of Pakistan. (2017)

Pakistan Education Statistics 2015-16. Islamabad. NEMIS-AEPAMUSAID. (2012). Pakistan Gender Analysis and Gender Assessment of Stabilization Programming.

Washington, D.C.: USAID.USAID. (2014). Literacy Education in Crisis Contexts. Washington, D.C.: USAID.USAID. (2014 ). Identifying Reading Barriers in Pakistan. Washington, D.C: USAID.

Pakistan Education StatisticsUSAID. (2015). Rapid Education and Risk Analysis. Washington, D.C: USAID.USAID. (2017) Landscape Report on Early Grade Literacy. Washington, D.C.: USAID.