USAID Kenya Tusome Early Grade Reading Activity Annual Report

The initiative began in October 2015 and was implemented by RTI International, with funding from the United States Agency for International Development (USAID). The program focused on increasing the availability and use of appropriate textbooks and supplementary materials, improving methods of reading instruction delivery, and enhancing supervision support to teachers. Key achievements in the qualitative impact of the program included the digitization of Class 1 and 2 materials, procurement and distribution of learning materials for Classes 1 and 2, and the establishment of a special-needs education program. The program also introduced a Worldreader e-reader intervention and private sector partnerships to support reading instruction. Improved methods of reading instruction delivery were achieved through the training of Tusome National Trainers, lead trainers, and community-based organizations (CSOs) and implementing partners (ICs). Training of CSOs and ICs involved classroom observations, termly reflection meetings, and support to teachers in teaching and assessing reading. The program also focused on improving the policy environment that promotes reading skills, with training provided to Sub-County Directors of Education, ESQAC Officers, and other stakeholders. The training aimed to enhance the capacity of education officials to support reading instruction and improve the overall quality of education in Kenya. The quantitative impact of the program was measured through various indicators, including the number of teachers and head teachers trained, the number of instructional coaches and teachers from APBET institutions trained, and the distribution of learning materials to private schools. The program also tracked the performance of students in reading, with data collected through the Mini-EGRA assessment. The results showed significant improvements in reading skills among students, with a notable increase in the number of students who could read with accuracy and fluency. The program faced several constraints and opportunities, including limited resources, inadequate infrastructure, and challenges in implementing the program in some regions. However, the program also identified opportunities for collaboration with other USAID programs and government agencies to enhance the impact of the initiative. The program's work plan for FY 2017 outlined strategies to address these challenges and build on the successes achieved in the first year of implementation. The program's performance was monitored through regular assessments and evaluations, which provided insights into the effectiveness of the program and areas for improvement. The program's sustainability and exit strategy were also developed, with a focus on ensuring that the gains made in reading skills among students were sustained beyond the life of the program. The program's financial information, including cash flow and budget details, was also reported, providing a clear picture of the program's financial management and accountability. The program's impact was also measured through various indicators, including the number of students who could read with accuracy and fluency, the number of teachers and head teachers trained, and the distribution of learning materials to private schools. The results showed significant improvements in reading skills among students, with a notable increase in the number of students who could read with accuracy and fluency. The program's success was also attributed to the strong partnerships established with CSOs, ICs, and government agencies, which provided a solid foundation for the program's implementation and sustainability.