PAQUED Quarterly Report July 1 – September 30, 2013

The project targets 3000 primary schools in Bandundu, Equateur, and Oriental provinces. The goal of the realigned PAQUED is to increase the number of students with improved reading and math skills. To achieve this goal, a two-tier strategy was designed. The project continued to support the targeted 3000 schools through the provision of self-directed teacher learning tools and focused on 45 schools to experiment with enhanced pedagogical strategies aimed at improving reading skills among students. Project performance during this period consisted mainly of harmonizing reading standards, facilitating the development of readability criteria for texts, continuing to develop training and support tools, implementing the reading program in experimental schools, reinforcing teachers' professional development, and enhancing a strategy for community involvement in support of a reading culture among children. The project has taken the lead in addressing a critical issue raised by USAID's Education Strategy, which emphasizes the need for standards-based reading curricula and teacher preparation programs. PAQUED has assisted the DRC government and other partners in developing reading standards and revitalizing a teacher professional development approach that seeks to build teachers' capacity to build strong reading skills among children. In terms of staffing, the project has experienced high staff turnover, with several key personnel leaving to join other projects. However, the project has been able to rapidly find replacements and train them to support teachers in the field. The project has also planned to purchase and distribute school kits, but this will be finalized in the next quarter. PAQUED has made significant progress towards its objectives, including establishing standards for teaching and learning in reading and math, improving the quality of teaching in reading and math, and improving the school learning environment. The project has also facilitated the initial development of readability criteria for texts in French and Congolese national languages and continued to develop training and support tools aimed at increasing teachers' skills in teaching reading. In terms of quality assurance and monitoring and evaluation, PAQUED has conducted Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA) to monitor progress towards its objectives. The project has also provided technical assistance in data quality assurance to ensure that data collected is accurate and reliable. The project has also identified new opportunities and trends, including the need to enhance community involvement in support of a reading culture among children. PAQUED has also faced challenges, including high staff turnover and the need to finalize procurements for school kits. Overall, the PAQUED program has made significant progress towards its objectives and has taken the lead in addressing a critical issue raised by USAID's Education Strategy. The project continues to work towards improving educational quality in the Democratic Republic of Congo.