USAID/Rwanda UBUREZI IWACU Quarterly Activity Performance Report

The project's purpose is to contribute to improved literacy outcomes for all Rwandan children by the end of Primary 3 (P3) by improving home literacy environments, increasing community engagement in promoting children's literacy, and improving literacy learning opportunities for children with disabilities. The project's overall results for the reporting period from January 1, 2023, to March 31, 2023, are presented in this performance report. Key achievements include the successful completion of training for parents and caregivers on positive parenting practices to support children's language, literacy, and social-emotional development. A total of 10,012 parents and caregivers were trained, exceeding the target of 10,000. Additionally, 125 additional Parent Peer Support Networks (PPSNs) were established in 5 districts, increasing the total number of PPSNs to 672. This resulted in an increase in the number of parents registered in PPSNs from 16,173 in quarter one to 20,000, which is equivalent to the Long-Term Objective (LOP) target. However, the average attendance of parents at monthly parenting sessions was 85.5%, with 17,113 parents attending out of the expected 20,000. The project also achieved its target of training 10,012 parents and caregivers on the creation of children's learning materials, including reading and literacy materials. Furthermore, 18,378 parents attended knowledge exchange sessions for Parent Peer Support Networks, exceeding the target of 672 PPSNs. In terms of community engagement, the project organized community mobile library book activities, which resulted in an increase in the availability of books at the household level. A total of 4,442 books were distributed, exceeding the target of 3,000. The project also conducted an orientation training for 5,878 ECD caregivers in FY22 and FY2023 Q1 and Q2, and provided support to ECD centers on engaging parents to support their children. However, the organization of mentorship, coaching, and monitoring sessions for caregivers/ECD volunteers on ECD functionality was not started due to pending approval of criteria for leveled books P1-P3 and guidelines for pre-primary read-aloud stories. Overall, the project has made significant progress in improving home literacy environments, increasing community engagement in promoting children's literacy, and improving literacy learning opportunities for children with disabilities. However, some activities are still ongoing or have not been started due to various reasons.