USAID KENYA TUSOME EARLY GRADE READING ACTIVITY FY 2016 QUARTER 1 PROGRESS REPORT

The program began in 2014 and is scheduled to run until 2019. The program's primary objective is to increase the number of students who can read at grade level by the end of Grade 2. The program's approach focuses on improving the availability and use of appropriate textbooks and supplementary materials, as well as enhancing methods of reading instruction delivery. Key achievements in the first quarter of FY 2016 include the digitization of Class 1 and 2 materials, adaptation of Tusome materials for special-needs education, and procurement and distribution of learning materials. Additionally, the program has implemented a Worldreader e-reader initiative and reviewed information and communication technology tools. The program has also made significant progress in improving methods of reading instruction delivery. Tusome lead team has trained national trainers from various government agencies, including the Ministry of Education, Science, and Technology, and the Kenya Institute of Curriculum Development. The program has also implemented Youth Fund grants to support reading instruction delivery. Furthermore, the program has improved the policy environment that promotes reading skills. The program has trained PTTC trainers, lecturers, and principals, as well as conducted capacity and policy assessments. The program has also trained KPA managers and editors, KICD primary English and Kiswahili panelists, and trainers to train SCDEs. The program has also made progress in addressing constraints and opportunities. County forum meetings have been identified as an opportunity for the program, while teachers' strikes, TAC tutor shortages, and limited adoption of new teaching methods by some teachers have been identified as constraints. The program has also faced insecurity in some regions. The program's performance monitoring has shown significant progress in improving reading skills among primary school students. The program has also made progress in implementing its gender and inclusion strategy, linking with other USAID programs, and working with government agencies. The program's sustainability and exit strategy are also being developed. The program has also made significant progress in procuring and distributing teaching and learning materials. The program has procured over 1 million textbooks and supplementary materials, and has distributed them to over 10,000 schools across Kenya. The program has also implemented a Worldreader e-reader initiative, which has reached over 10,000 students in 100 schools. The program's financial information shows that it has received over $10 million in funding from USAID, and has spent over $5 million in the first quarter of FY 2016. The program's personnel have also been increased, with over 20 new staff members hired in the first quarter. Overall, the Tusome program has made significant progress in improving reading skills among primary school students in Kenya. The program's approach has focused on improving the availability and use of appropriate textbooks and supplementary materials, as well as enhancing methods of reading instruction delivery. The program's performance monitoring has shown significant progress, and the program is on track to meet its objectives.