Quarterly Report: FY 2013 Quarter 1

The project is implemented by the Education Development Center (EDC) in partnership with the Ministry of Education, Science, Vocational Training, and Early Education (MESVTEE). The primary goal of the project is to improve reading skills and implement practical strategies to strengthen school quality and promote community engagement in community schools. The project focuses on four key task areas, including promoting a favorable environment for MESVTEE engagement at all levels to support community schools, promoting HIV/AIDS prevention and providing a continuum of educational and financial support to enable orphaned and vulnerable children (OVC) to participate in upper basic and secondary education, developing the capacity of local community groups and NGOs to advocate for opportunities for children in greatest need, and supporting opportunities to engage universities and other institutions in research related to promoting educational opportunities for OVC. During the quarter, TTL and its partners developed a new work plan and budget in line with the revised Scope of Work. The project has been designated as the new chair of the Projects Coordination Committee/Community School Sub-Group, and a MESVTEE Community School Committee is being constituted. TTL trained 49 MESVTEE officials in the administration of e-EGRA and SCOPE assessment instruments, and in the development of literacy learning and teaching material. The project has made significant progress in its technical achievements, including the development of a revised budget and work plan, baseline assessment conducted in six target provinces, and the provision of scholarships to 6,636 children. TTL has also developed a tool to assess the Community School Operational Guidelines and a draft Training Manual for Community Mobilization. In terms of administrative achievements, the project has renovated TTL Office spaces in PEOs and in CDC, aligned the work plan and budget to the new Scope of Work, and implemented an e-banking system to facilitate the transfer of scholarship money. Two additional vehicles were procured for Provincial Offices and delivered to TTL. The project's technical activities have focused on continuing data collection, data entry, and data cleaning, developing a database for the baseline study, and beginning data analysis. The baseline assessment was expanded to an additional four provinces, and a project database was designed to integrate with other project monitoring data. Data analysis began in the last quarter of FY12, and preliminary Early Grade Reading Assessment (EGRA) results indicate that students in the target provinces are performing below the national average. The project has also made significant progress in its administrative activities, including the arrival of the DCOP/Teacher Development on post, renovation of TTL Office spaces, and implementation of an e-banking system. The project has also procured two additional vehicles for Provincial Offices and delivered them to TTL. Overall, the Time to Learn Project has made significant progress in its technical and administrative achievements, and is well-positioned to continue its efforts to improve educational outcomes among orphaned and vulnerable children in Zambia.