USAID/Uganda Literacy Achievement and Retention Activity Quarterly Report January 1, 2019 to March 31, 2019

The project objective is to improve the reading skills for 1.3 million primary pupils. The project works in 39 districts and 3,539 schools. The results framework emphasizes systemic capacity building of the education system, school-level support, and community- and household-level support and participation. The project is divided into two main results: Result 1 (R1) focuses on strengthening the capacity of the Ministry of Education and Sports (MoES) to deliver early grade reading (EGR). This includes training teachers and instructional leaders in EGR methodology, providing classroom pedagogical and instructional material support, and conducting EGR assessments. Result 2 (R2) focuses on improving retention in the primary grades by promoting positive and supportive school climates and preventing and reducing incidents of school-related gender-based violence (SRGBV). In 2018, the project began the US President's Emergency Plan for AIDS Relief (PEPFAR) initiative to build social assets for SRGBV and HIV/AIDS prevention. The project's results framework is summarized below. Result 1 (R1): Strengthened capacity of the Ministry of Education and Sports (MoES) to deliver early grade reading (EGR) * Intermediate result (IR) 1.1: Improved planning and management of EGR * IR 1.2: Improved reading instruction in P1 to P4 classrooms * IR 1.3: Increased community- and household-level involvement in promoting literacy attainment Result 2 (R2): Improved retention in the primary grades by promoting positive and supportive school climates and preventing and reducing incidents of SRGBV * IR 2.1: Improved capacity of the education system to implement SRGBV-related policy * IR 2.2: Strengthened schools to provide a positive and supportive school climate for learning * IR 2.3: Strengthened community commitment and capacity to provide SRGBV prevention and response programs The project's implementation progress is summarized in the following sections. The project has made significant progress in strengthening the capacity of the MoES to deliver EGR, improving reading instruction in P1 to P4 classrooms, and increasing community- and household-level involvement in promoting literacy attainment. The project has also made progress in improving retention in the primary grades by promoting positive and supportive school climates and preventing and reducing incidents of SRGBV. The project's adaptive management approach and guiding principles are outlined in Section 3. The project's partnership, collaboration, and stakeholder engagement are critical to its success. The project's learning and adaptation approach is designed to ensure that it is responsive to changing circumstances and that it is able to adapt its strategies as needed. The project's environmental compliance and leadership development are also critical components of its implementation. The project's award-specific reporting requirements are outlined in Section 6. The project's summary financial management report is provided in Section 8. The project's planned activities for the next quarter are outlined in Section 10. The project's key management issues and resolved management issues are outlined in Section 9. The project's annexes provide additional information on its implementation, including its success stories, technical assistance needs, and international travel plan.