Literacy Development in Fragile Contexts Global Reading Network - - PowerPoint PPT Presentation

Literacy Development in Fragile Contexts Global Reading Network July 19, 2017

Agenda

▪ Mitigating effects of adversity ▪ Pakistani context ▪ Overview of Pakistan Reading Project ▪ PRP program implementation in depth look: Materials development ▪ Challenges and lessons learned ▪ PRP successes ▪ Further Research

Learning to read in a healing classroom

Sense of Safety Sense of Control Sense of Belonging Relationships with Peers Feelings of Self Confidence Personal Attachments Intellectual Stimulation

Pakistan: Fragility Footprint Geo-political conditions Gender Equity Literacy Landscape

Pakistan: Student Reading Achievement Data

The national-level data of the Annual Status of Education Report (ASER) – 2013 shows that, on average, 40 percent

• f third grade public school children in Pakistan cannot read a sentence in Urdu.

Pakistan Reading Project 2015 EGRA baseline data results demonstrate high percentages of zero scores in ORF and low percentage of correct letter sound knowledge:

Key Targets

1.3 million grade 1 and 2 students 23,800 teachers 3,161 scholarships

Award Period

June 28, 2013 to June 27, 2018

Total Estimated USAID Amount

$165 M

Provincial Offices=7

District Offices= 38 Total PRP Staff= 665

Pakistan Reading Project Overview

▪ Improved Classroom Learning Environment for Reading ▪ Improved Policies and Systems for Reading ▪ Community Based Support for Reading ▪ Gender ▪ Monitoring, Evaluation & Learning

Overall Program Achievements 114,895

School Supports Visits

28

Policies

446,023

Students

3,161

Scholarships

15,535

Teachers

3,988,989

Teaching Learning Materials

30

Grants

PRP: Contributing to improved reading skills of students

2.8% 20.8% 26.5% 17.1% 23.4% 42.2% 0.1% 14.8% 15.6% 16.2% 16.0% 30.5% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Orientation to Print Phonemic Awareness Letter Sound Fluency Familiar Word Oral Reading Fluency Reading Comprehension

Urdu Percentage of Grade 2 Students in Cohort 1 Students with Zero Scores from Baseline to Endline

Baseline Endline

Teaching Learning Materials (TLM)

Grade 1 and 2 TLM in Urdu, Sindhi, Pashto

Teacher Package

Daily lesson plans, flash cards, syllable charts, big books, leveled readers

Student Package

Student workbook

Classroom based formative assessments

Challenges and Lessons Learned

Material development process Security Governance systems Gender Equity Capacity building Classroom Context

Successes

Quality reading materials and training Reading Policies Community Engagement Valorizing mother tongue Promoting equitable representation Print-rich environment Fostering safe and healing classroom practices

Further Research ▪ Building body of evidence for fragile states ▪ Evaluating programs at scale ▪ Considering program impact on both academic skills and social emotional well being

Questions?

Thank you!

Resources

International Network for Education in Emergencies: Conflict Sensitive Education Pack on the INEE website at ineesite.org/education-fragility/conflict-sensitive-educatio. International Rescue Committee. (2013). Learning to Read in Healing Classrooms. New York City: IRC. International Rescue Committee. (2016). Safe and Healing Learning Spaces. New York City: IRC. National Education Management Information System Academy of Educational Planning and Management Ministry of Federal Education and Professional Training, Government of Pakistan. (2017) Pakistan Education Statistics 2015-16. Islamabad. NEMIS-AEPAM

• USAID. (2012). Pakistan Gender Analysis and Gender Assessment of Stabilization Programming.

Washington, D.C.: USAID.

• USAID. (2014). Literacy Education in Crisis Contexts. Washington, D.C.: USAID.
• USAID. (2014 ). Identifying Reading Barriers in Pakistan. Washington, D.C: USAID.

Pakistan Education Statistics

• USAID. (2015). Rapid Education and Risk Analysis. Washington, D.C: USAID.
• USAID. (2017) Landscape Report on Early Grade Literacy. Washington, D.C.: USAID.