Room to Learn South Sudan FY16, Quarter 1 Progress Report

The project began in 2015 with a focus on community engagement and preparation for the scale-up of activities during the 2016 school year. In the first quarter of 2016, the project concluded its approved 13-month work plan and initiated the FY 2016 work plan, which included the roll-out of planned activities to school communities through the delivery of grants and teacher training. The project's qualitative impact was marked by the initiation of teacher training, with 314 teachers trained and 18 Payam Education Supervisors trained during the reporting period. The project also delivered 80 IMP grants, 7 Institutional Support Education through Community Empowerment Grants, and 6 Accelerated Learning Program Support ECEGs, providing vital school supplies, teaching and learning aids, and literacy materials to 19,671 learners. The project administration was closely monitored by the project team, which remained committed to delivering materials and services to school communities while ensuring the safety of its staff and beneficiaries. The team faced challenges due to the evolving political and security conditions in South Sudan, but continued to implement and plan for the upcoming fiscal year despite vacancies in two key positions. Recruitment for these positions was a top priority, and two candidates were proposed to USAID at the end of the quarter. The subsequent quarter's work plan for FY 2016 Q2 focuses on implementing the Core Education Package with the 368 school communities entered to date, with a particular emphasis on the delivery of IMPs and ECEGs and the continued roll-out of teacher training. County teams will provide ongoing support to these schools through mentoring support visits and monitoring. Collaboration with Montrose International will also begin, with the goal of adapting the Early Grade Reading Assessment tool and developing Teacher and Learning Materials in Toposa and Bari. The project's geographic focus is on South Sudan, with a particular emphasis on the counties where the project is operating. The project's timeframes are quarterly, with the first quarter of 2016 marking the conclusion of the approved 13-month work plan and the initiation of the FY 2016 work plan. The project's recommendations include continued support for the roll-out of teacher training and the delivery of IMPs and ECEGs to school communities. In terms of implementation details, the project has established a network of County Teams and Master Trainers to support the delivery of teacher training and grants to school communities. The project has also established partnerships with local organizations, including Montrose International, to support the adaptation of the Early Grade Reading Assessment tool and the development of Teacher and Learning Materials in Toposa and Bari. The project's performance monitoring plan includes regular reporting on the project's progress, including the number of school communities entered, teachers trained, and grants delivered. The project also conducts regular monitoring and evaluation activities to assess the impact of the project on education services in South Sudan.