Annual Progress Report

Transcription

1 Annex 3 Annual Progress Report CAPOLSA II Centre for the Promotion of Literacy in Sub-Saharan Africa, Phase II 2014 Prepared by: University of Jyväskylä Professor Heikki Lyytinen, [email protected], University of Zambia Professor Robert Serpell, [email protected], Others involved or consulted: Päivi Fadjukoff, University of Jyväskylä Jacqueline Jere-Folotiya, University of Zambia Signature of the responsible person(s): Prof. Heikki Lyytinen Prof. Robert Serpell Jyväskylä, March 18, 2015 Richmond Virginia, USA, March 18, 2015 Approved by the Project Board Place and date: Jyväskylä, March 18, 2015 Signature: 1

2 ANNUAL PROGRESS REPORT Project: Centre for the Promotion of Literacy in Sub-Saharan Africa, Phase II Implementation Year: OVERVIEW OF PROJECT IMPLEMENTATION 1. Short Summary of Report The present CAPOLSA II capacity building project is aimed at supporting as many children as possible in Sub-Sahara Africa to learn the basic reading skills, and, thus, be able to acquire functional literacy by being offered appropriate reading material. This report presents the progress by CAPOLSA during 2014 towards its stated target outcomes: (1) Increase, through training and experience, in the stock of human resources in Sub-Saharan Africa with necessary expertise for achieving the project purpose, (2) Composition and dissemination of child-friendly reading materials in African languages to schools, libraries, play centres, media broadcasting institutions, and families (3) Design and supply of computer-assisted learning resources to promote mastery of letter-sound correspondence rules, vocabulary growth, reading fluency and comprehension; and (4) Dissemination to policymakers, teacher educators, teachers and parents of research evidence on optimal methods of learning and instruction for literacy acquisition by young children. This capacity building aims to achieve a similar situation to that already achieved in Finland: the CAPOLSA centre will have sufficient resources to act as coordinators, experts, and support staff for the thousands of teachers in Zambia who deliver technology-assisted literacy support to children in schools. 2. Achievement of Planned Results - 10,000 copies of CAPOLSA s first edition of Early Grade Readers in four Zambian languages were distributed to schools in Western, Southern, Northern, Eastern and Copperbelt provinces of Zambia. At the recommendation of the Government Ministry of Education, the systematic evaluation process of these readers by teachers, parents and children was initiated in conjunction with the Curriculum Development Centre (CDC) and Teacher Education and Specialised Services (TESS). - Three child-friendly audio-visual edutainment learning aids focusing on letter-sound correspondence rules in cinyanja were uploaded onto tablets and phones and distributed to some Lusaka schools and Eastern province for classroom use. - One SiLozi writers workshop was organized for child-friendly literature in Zambian languages. Additionally, CAPOLSA was invited to give a presentation to Principles of Colleges of education on the early grade readers and orthography. - A two day GraphoGame teacher training workshop was conducted in order to expose teachers to GraphoGame with the aim of improving their understanding of letter-sound correspondence rules in CiNyanja. - An intervention pilot was conducted, in collaboration with the GLIDE project and Read to Succeed to determine if early grade teachers could be trained to effectively distribute GraphoGame as an instructional resource to learners and their families in the Eastern province of Zambia. Twenty four teachers from 3 districts were trained in the use of GraphoGame in 24 Government schools. - Two of the five Zambian scholars defended their PhD theses at the University of Jyväskylä in August 2014 under the provisions of an agreement between JYU and UNZA for a joint PhD degree in Educational Psychology. They have since graduated with a double degree at both universities. They all presented at 3 different international conferences. Four articles were published by the CAPOLSA team in peer-reviewed journals in Two additional journal papers have been submitted to peer-reviewed journals for editorial appraisal. - Dissemination through public radio and TV programmes during National Literacy week, and through multiple briefing sessions for classroom teachers, school Heads and the Ministry of Education s Directorate of Teacher Education and Specialised Services. 2

3 3. Carrying Out of Activities (1) Training of experts Two of the five Zambian scholars have completed their PhD studies. Statistician Jari Westerholm conducted sessions of individualized tuition with the Zambian scholars. The remaining 3 are scheduled to complete in (2) Composition and dissemination of child-friendly reading materials 10,000 CAPOLSA Early Grade Readers, produced in the form of illustrated booklets, containing 8 childfriendly texts were delivered to schools across 4 provinces of Zambia. CAPOLSA, CDC and TESS have agreed on an action plan for their evaluation by relevant teachers, parents and children. One SiLozi workshop for writers of child-friendly literature in Zambian languages was implemented. Stories written will enable the development of instructional materials. Three child-friendly audio-visual learning aids that were produced were uploaded onto tablets and phones and disseminated to selected schools in Chipata and Lusaka province to support early literacy learning. Discussions were initiated with the private sector and Save the Children Zambia to provide funding for the further production and dissemination of edutainment materials to support early literacy learning. (3) Development and field testing of computer-assisted literacy learning resources A follow-up assessment was implemented with selected Lusaka Government primary schools, after the GLIDE funded tablet project conducted in Research was conducted using digital tablets with the cinyanja version of GraphoGame. The tablets contained locally produced songs, eight stories in cinyanja prepared by CAPOLSA, short instructional and promotional videos linking GraphoGame to the initial literacy curriculum. 3

4 (4) Public and stakeholder sensitization The Centre s activities are regularly reported to the Psychology Department at its monthly meetings of academic staff. Systematic evaluation of the Early Grade Readers by teachers, parents and children is underway. CAPOLSA took part in a sensitization workshop with College Principals about the Early Grade Readers and the orthography used in the books as well as the rationale for its use. 4. Efficiency and Resources The CAPOLSA project budget is divided according to joint agreement for expenditure in part by UNZA, in part by JYU, and is administered jointly. The project did not receive additional funding from external sources. However, it collaborated with other projects by JYU and the Niilo Mäki Institute (NMI). These synergetic projects have significantly contributed to the progress of the CAPOLSA centre. Through this synergy, personnel and travel expenses have been saved from year 2014 to further years of the project. The GLIDE project (Grapho Learning International Development and Exports, ), funded by TEKES to JYU, piloted the implementation and use of the technology enhanced learning tool, GraphoGame in various languages and countries, focusing specifically in Sub-Saharan Africa. The development work of different language versions, and their pilots carried out in Zambia and other Sub-Saharan countries, as well as several Finnish expert visits to Zambia, were funded through GLIDE. NMI organized a Grapho Learning Diploma training programme in , funded by the Finnish Ministry of Foreign Affairs, for teacher educators from Zambia, Kenya, Namibia and Tanzania. The focus was to offer teacher educators the latest scientific knowledge and best practices on teaching and learning to read. The programme supported CAPOLSA s collaboration with other Sub-Saharan countries. During , CAPOLSA cooperated with the USAID-financed project, Read to Succeed (RTS), under which some of the UNZA Research Assistants were trained to administer the Early Grade Reading Assessment (EGRA) instrument deployed in five provinces in cooperation with the Zambian Government to assess current literacy levels among children in Grades 2 and 3. Further collaboration with RTS took place in 2014 in an intervention study to evaluate the effectiveness of training teachers to disseminate the GraphoGame to children within their classrooms and through their homes. In this study EGRA was administered to the learners in the study. The data from this study will provide reciprocally beneficial information to RTS on the psychometric validity of the EGRA instrument and to CAPOLSA on the longer-term impact of Grade 2 and 3 exposure to GraphoGame. 5. Relevance Finland s Development Policy aims to eradicate extreme poverty, strengthen the position of the poor and the reduction of inequality of all kinds. It calls for readiness for an open and equitable dialogue based on the need of poorer partner countries and their people aiming to joint commitments. The Policy highlights that all Finnish funded development efforts need to be in line with country s own development efforts and plans. The policy emphasises a human rights-based approach to development. Literacy is a fundamental right and forms the foundation for basic education, lifelong learning, and career development, all interlinked to gender equality and economic prosperity. Promotion of literacy is a key strategic requirement for progressive social change in Africa. The relevance of CAPOLSA s goals to national needs was fully recognized by the Zambian Government s Ministry of Education when the case for establishing the Centre was made in December That convergence of priorities has acquired even 4

5 greater salience during 2013 as the Government engaged with USAID to launch the Read to Succeed programme of bilateral cooperation. A new National Literacy Framework (NLF) was formulated and officially launched at a public ceremony in January The NLF emphases the importance of laying a strong foundation in Grade 1, the use of familiar local languages as the media for initial literacy learning, and phonic instruction methods. Its approach is thus fully consistent with CAPOLSA s aims. The Finnish development policy emphasizes gender equality. In the CAPOLSA project, men and women have equally contributed as key experts both in Zambia and in Finland. The teaching and learning support is given equally to both genders. 6. Changes CAPOLSA has continued to grow in visibility and credibility during 2014 as it interacted with numerous international visitors to Zambia, with local NGOs and with national public sector agencies. Complementary funding was identified for sustaining and expanding the Centre s activities beyond the end of Phase II of the HEI-ICI project, including a substantial project on teacher training that will be funded by the international consortium on All Children Reading, and supported by the University of Jyväskylä through the contributions of Ms Emma Ojanen. The case for incorporation of CAPOLSA within the University of Zambia s administrative structures as a long-term activity with a core of full-time staff was initiated in January 2015 through consultations within the Psychology Department. The Department resolved at a meeting in February to forward a formal proposal to that effect to the School of Humanities and Social Sciences. It is anticipated that the process will now move up to higher levels of the University administration, culminating in concrete decisions on structure and funding in the second half of Due to synergy benefits with other projects in which have now ended, the project requests that the surplus of about euros will be transferred to year 2015 of the project. Additionally, an external audit was carried out at UNZA in 2015, and some cost items were re-organized in the financial statements. E.g., the workshops organized by CAPOLSA were budgeted under A2 Commissioned project activities in total but the realization of expenses was largely (and reported as) travel expenses, e.g., accommodation. A Change Request Form is attached. 7. Project Management The funding allocation between the partner universities was planned while constructing the budget and clearly marked on the budget sheet. Those activities that take place in Zambia were on UNZA responsibility, and the salaries of Finnish experts + travel costs on JYU responsibility. The project follows the management and internal reporting procedures and requirements of the partner organizations, including guidelines for travel reports. No tenders were made or fixed assets purchased during the project year. At JYU, the project documents are kept in the Agora Center coordination unit, and the project has a separate account the University s accounting system. According to the JYU regulations, the project expenses are approved by the director of the Agora Center. At UNZA, the project documents are kept in the School of Humanities & Social Sciences, and the project has a separate account the University s accounting system. It has been agreed in the Project Board, that the financial officer in the school of HSS is also in charge of CAPOLSA funds, and is paid a separate allowance for this task. Communication in the project takes place in , Skype-discussions, and meetings. The Project Board Members in 2014 were: - UNZA / Dean, Prof. Bennett Siamwiza, Head of Dept., Prof. Anitha Menon, Prof. Robert Serpell, - JYU / Prof. Heikki Lyytinen, Dean, Prof. Timo Ahonen, Dr. Päivi Fadjukoff, Mr. Mikko Pitkänen, - Others: Ms. Saara Kalaluka Embassy of Finland; Mr. James Chilufya, GRZ Ministry of Education, Curriculum Development Centre 8. Communication and Dissemination In August 2014, a presentation about CAPOLSA early grade readers to College principals in Kabwe, Zambia. Teacher training in the use of GraphoGame was conducted in August for a select number of early grade teachers. In September, consultative discussions with Save the Children to explore prospects of producing edutainment materials for early graders. In November, a presentation on CAPOLSA activities was given at a conference in Zanzibar. CAPOLSA activities were presented in three international conferences. Four articles were published and two papers have been submitted to peer-reviewed journals by Zambian scholars. 5

6 2. ACHIEVEMENT OF RESULTS DURING REPORTING PERIOD PROJECT OBJECTIVE The final overall objective of this project is to increase the rate of literacy acquisition by Sub-Saharan African children, with an initial focus on Zambia PROGRESS TOWARDS THE OBJECTIVE (Please use Indicators) Synergies have been established with Government programmes in curriculum development (CDC), instructional practices (RTS), and teacher education (TESS) The University continues to show strong support for the integration of CAPOLSA within its overall institutional plans. Tangible progress only expected in longer term. COMMENTS ON OVERALL PROGRESS (Results, critical issues, changes in project context) The project is on course, and has received encouraging support from the Ministry of Education in the context of the launch of two new policy documents, the National Curriculum Framework and the National Literacy Framework. Additionally CAPOLSA is gaining in its reputation as a centre of knowledge on initial literacy. Various local and international organizations are increasingly approaching CAPOLSA on matters related to literacy in the local language. EXPECTED RESULT 1 Increase, through training and experience, in the stock of human resources in Sub-Saharan Africa with necessary expertise for achieving the project purpose EXPECTED RESULT 2 Composition and dissemination of childfriendly reading materials in African languages to schools, libraries, play centres, media broadcasting institutions, and families ACTIVITIES AND PROGRESS ACHIEVED Two of the five key experts who were registered for PhD degree in relevant fields of expertise have since graduated. The remaining three are making good progress in the completion of their studies. a. two doctoral theses have been published b. 2 journal papers submitted to peerreviewed journals for editorial appraisal b. presentation of technical reports at 3 international conferences ACTIVITIES AND PROGRESS ACHIEVED 10,000 copies of CAPOLSA s first edition of Early Grade Readers were distributed to Government primary schools of 4 provinces in Zambia. Additional copies were delivered to school in Lusaka as part of tablet research project. Copies were also distributed to the various teacher training colleges around Zambia COMMENTS ON OVERALL PROGRESS (CB methods used, critical issues, comments) Technical issues that were surrounding the Implementation of the proposed UNZA-JYU Joint PhD degree in Educational Psychology were resolved. This helped facilitate the graduation of two PhD students, who were able to comply with the stipulations of both institutions PhD degree regulations. The structures that have been put in place will help facilitate graduation of the remaining three students. They have also set a precedence for future joint degrees that will be conducted with JYU. COMMENTS ON OVERALL PROGRESS Plans for the evaluation of these books are currently underway in collaboration with CDC and TESS. Consultative meetings have been held with the private sector to facilitate printing of the readers in the remaining three local language. Additionally there are prospects of collaborating with Save the Children in the production of Edutainment materials for children. The cinyanja versions of the stories have also been installed on the android tablets, Samsung phones and Nokia X phones together with instructional teaching materials for teacher produced by JYU. This material has been used in the Eastern Province of Zambia to train teachers. EXPECTED RESULTS 3 AND 4 Design and supply of computer-assisted learning resources to promote mastery of ACTIVITIES AND PROGRESS ACHIEVED In May-July 2014, digital tablets displaying the cinyanja version of GraphoGame were field-tested in Lusaka government primary schools. This was a follow up COMMENTS ON OVERALL PROGRESS Ministry of Education has indicated willingness to collaborate with CAPOLSA on design and implementation of a teacher certification scheme to raise teacher skills 6

7 letter-sound correspondence rules, vocabulary growth, reading fluency and comprehension. Dissemination to policy-makers, teacher educators, teachers and parents of research evidence on optimal methods of learning and instruction for literacy acquisition by young children. study to the one conducted in The tablets were additionally programmed with a number of instructional videos to orient teachers to the theoretical rationale of GraphoGame and its links to other aspects of the initial literacy curriculum, and with easily readable copies of the 8 stories in cinyanja prepared by CAPOLSA for publication. The audio-visual learning aids produced in 2013 were installed on Nokia X phones, including the GraphoGame and other instructional material for teachers. This information was disseminated during teacher training workshops conducted in three districts of the Eastern Province of Zambia. CAPOLSA collaborated with RTS. and motivation necessary for effective use of tablets in schools. Lessons from the tablet pilot-testing conducted in 2013 were incorporated into the 2014 study. This led to the successful implementation of the project. The GraphoGame intervention conducted with RTS. GraphoGame was introduced to rural homes. The exposure times observed in this study were unprecedented. Families were very receptive to the game. There were some challenges that were identified in this collaboration that will be addressed in future collaborations with RTS. 3. EXPERT WORKING DAYS NAME OF EXPERT (Finnish/ Local) FIELD OF EXPERTISE/ ROLE IN COOPERATION DELIVERABLES PRODUCED NUMBER OF WORKING DAYS USED Heikki Lyytinen Professor, project leader Project leader, workshops 20 Ulla Richardson Professor, co-leader, expert of Support to leader, GG 13 linguistics+literacy development, workshops Päivi Fadjukoff Ph.D. Administration + management 30 Head of project administration guidance Barbara Crawford Support in writing and publishing Special Journal Issue related to 20 of CAPOLSA results GraphoGame in Zambia Mikko Pitkänen Project Board Member Administrative support, 0,3 interaction with GLIDE project Robert Serpell Professor, project co-leader Project leader, responsible for organization of the CAPOLSA centre at UNZA 120 Local Projects Cooperation Officer: Ms Mwanza Nakawala Maumbi, Local Office Manager: Ms Eneless Mtonga Njobvu BA, MSc (Neuropsychology) Liaison with technical experts on commissioned works, screening, judging and editing reading materials, workshop organization, report writing. Dip (Secretarial Studies) Office management, banking and bank reconciliations, payment processing, maintaining cash book, preparing final accounts and record keeping, liaison with service providers and contracted personnel for completion of reports, remuneration, etc. -Commissioning of various projects and seeing them through to a successful completion. -Editorial refinement works of children s readers -Organising and participating at training and academic workshops -Report writing -Supervisory work to Research Assistants -Spelling harmonisation advocacy - Smooth scheduling of project activities - Timely payment of fees and charges for services to CAPOLSA. - Production and distribution of finalized technical documents - Project financial accounts of income and expenditure

8 Peter Sinkala Financial Officer Support to financial administration at UNZA. Ben Mpolokoso Consultance and Training Unit Support to project administration Manager at UNZA. Dr. Jackie J. Folotiya Ph.D. Provides support in the Deputy Coordinator-CAPOLSA organisation and implementation of CAPOLSA activities TRAININGS, WORKSHOPS AND EVENTS TYPE AND OBJECTIVE OF EVENT Professional development Briefer GG Tablet Pilot Study Project Board meeting Distribution of Early Grade Readers & Presentation to Principles of Teacher Colleges of Education Professional development Workshop GG Teacher Training Workshop PED GG intervention study conducted in collaboration with Read to Succeed. Carried out with separate funding from the GLIDE project. TITLE, LOCATION AND TIMING OF EVENT Teacher Briefing: GG Tablet Pilot. UNZA: 14 January, 2014 GG Tablet Pilot Study. UNZA-Lusaka Province: December 2013 to August, 2014 Project Board meeting March 6, 2014 Presentation to Principles of Teacher Colleges of Education by Local CAPOLSA Coordinator. Kabwe: August 18, 2014 SiLozi Writers Training Workshop May 2014 UNZA Psychology Department August 2014 Piloting the efficient distribution of the GraphoGame through early grade teachers. Training workshops conducted in Lundazi, Katete and Chipata 14 th -21 st September, 2015 DELIVERABLES PRODUCED Blue Print on conducting GG Tablet Pilot study; Motivated teachers Preliminary report; Letter- Sound knowledge attained for both teachers and pupils Minutes approved by Members of the Board Principles awareness of CAPOLSA activities &Matters of Orthography Harmonisation; Distribution of Early Grade Readers; Engaging Teacher Education Colleges in Orthography Harmonisation studies Preliminary report; stories for technical appraisal by expert panel NUMBER OF PARTICIPANTS 17 (9 teachers & 8 resource persons) 454 (3 Research persons, 8 teachers & 443 pupils) 11(9 in person & 2 joined via skype) 17(Combination of Principles and their Directorates from MoE) 18 (10 full participating members & 8 Resource persons) GraphoGame gamelogs 13 teachers and 2- - resource persons Research report with information on performance of learners of intervention groups and control groups on the EGRA. 24 Head teachers and 24 early grade teachers trained and 3 resource persons). Graduation of Two CAPOLSA Key Experts PhD Defence at University of Jyväskylä 28 th and 29 st August, PhD published documents: One article based and one monograph 2 PhD students 5. PURCHASE OF EQUIPMENT OR SERVICES EQUIPMENT / SERVICE COST PROCUREMENT METHOD (For any item over euros) No equipment purchased IMPACT 8

9 6. PROJECT BOARD MEETINGS Description of schedule and key decisions: There have been several online meetings through Skype throughout the year between the key personnel of the project, accompanied with discussions. March 6, Acceptance of Annual Reports Acceptance of project plans for 2014 and 2015, including budgetary changes to utilize the 2013 surplus in the later project years March 16, Acceptance of Annual Reports Acceptance of project plans for 2015, including budgetary changes to utilize the surplus in 2015, adding Emma Ojanen as Key Expert 7. OTHER ISSUES List of Abbreviations: CAPOLSA = Centre for the Promotion of Literacy in Sub-Saharan Africa at UNZA CDC = Government s Ministry of Education Curriculum Development Centre in Zambia EGRA = Early Grade Reading Assessment carried out in Zambia GG = GraphoGame GLIDE = Project: Grapho Learning International Development and Exports, JYU = University of Jyväskylä NLF = Zambian National Literacy Framework NMI = Niilo Mäki Institute RTS = USAID-financed project, Read to Succeed TESS = Government s Ministry of Education Teacher Education and Specialised Services in Zambia UNZA = University of Zambia 9