Addressing Education in Northeast Nigeria Activity Year Two Quarter One Report

The project aims to respond to the immediate educational needs of 302,500 children and youth in Borno and Yobe states through safe non-formal and formal education. The project seeks to improve the capacity of education authorities to plan, manage, and oversee education services that are responsive to the evolving needs of the context. The project will work to provide safe and certified education opportunities by revitalizing or establishing non-formal learning centers and supporting formal schools. A minimum package of learning materials will be provided to improve upon existing curricula and emphasize age-appropriate foundational skills. NFLC instructors and formal school teachers will be trained in learner-centered pedagogy, positive discipline, social-emotional learning, and inclusion. Community awareness and support of education opportunities will be increased through training partners in the community action cycle, creating or revitalizing community coalitions, conducting participatory community mapping, creating and implementing school action plans, and supporting education management, early warning systems, and monitoring. The project will ensure that children and adolescents in Northeast Nigeria will equitably access certified high-quality basic education opportunities, communities will benefit from increased skills and overall well-being, and the foundation will be laid for long-term peacebuilding in the region. During the first quarter of Year Two implementation, progress was made on several indicators. The number of public and private schools receiving USG assistance increased to 667, representing 68% of the annual target. The total number of new entrants in USG-supported primary schools or equivalent non-school based settings was 0, but the annual target is 40,000. The number of learners in primary schools or equivalent non-school based settings reached with USG education assistance was 0, but the annual target is 112,500. Progress was also made on the indicator for the percentage of learners targeted for USG assistance with an increase of at least one proficiency level in reading at the end of grade 2. The baseline for this indicator has not been established, but the target is 60%. The percentage of learners targeted for USG assistance who attain a minimum grade-level proficiency in reading at the end of grade 2 also has a baseline that has not been established, but the target is TBD. The project has also made progress in increasing partners' knowledge of education in emergency concepts, with a 60% increase in knowledge among partners. The number of education administrators and officials who complete professional development activities with USG assistance increased to 35, representing 35% of the annual target. One rapid education and risk analysis (RERA) was carried out during the first quarter. The project has also made progress in supporting education sector response/development plans, with 7 Local Government Areas (LGAs) and State Ministries of Education having education sector response/development plans in place. However, the number of education policies/frameworks supported or improved with USG support has not been reported yet, as it is a Year Three indicator. Overall, the project has made progress in several areas, including increasing the number of schools receiving USG assistance, increasing partners' knowledge of education in emergency concepts, and supporting education sector response/development plans. However, there are still several indicators that have not been met, including the number of new entrants in USG-supported primary schools or equivalent non-school based settings and the number of learners in primary schools or equivalent non-school based settings reached with USG education assistance.