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EDUCATION FOR CHILDREN AND YOUTH
PROJECT
Cooperative Agreement No. 519-A-13-00001
QUARTERLY REPORT No. 3 July – September 2013
October 2013
2
LIST OF ACRONYMS
AIS Salesian Association
CARSI Central American Regional Security Initiative
CDM Camp Dresser & McKee Incorporated
COP Chief of Party
CVPP Community Based-Crime and Violence Prevention Project
DA Adjacent Directorate
DDE Departmental Directorate for Education
DNGD National Departmental Management Directorate
EDYTRA Education and Work Foundation
ESMA Superior School for Teachers
ECYP Education for Children and Youth Project
FEDISAL Fundación para la Educación Integral Salvadoreña
FHI 360 Family Health International 360
FTISA Full Time Inclusive School approach
FUNPRES Fundación Pro Educación de El Salvador
FUSALMO Salvador del Mundo Foundation
GIZ German Cooperation Agency
ILO International Labor Organization
MCC Millennium Challenge Corporation
MOE Ministry of Education
NUPAS Non-US Organization Pre-Award Survey
OCA Organizational Capacity Assessment
Partner
Network FEDISAL, FUSALMO, AIS, EDYTRA, UDB, FUNPRES, FHI 360
POA Annual Operational Plan
SEN Special Education Needs
SI EITP Integrated System for Full Time Inclusive School approach
STR Science Technology and Research
TA Technical Assistance
TTP Technical Team of the Project
UDB Don Bosco University
UN United Nations
UNICEF United Nations Children’s Fund
USAID United States Agency for International Development
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Table of Contents
LIST OF ACRONYMS .......................................................................................................................1
INTRODUCTION ...............................................................................................................................4
1. QUATERLY ACHIEVEMENT SUMMARY ............................................................................5
2. ACHIEVEMENT OF PROJECT OBJECTIVES ..................................................................... 79
3. PROGRESS OF ACTIVITIES PER COMPONENT ........................................................... 1620
4. CHALLENGES ENCOUNTERED & PROPOSED SOLUTIONS ..................................... 1722
5. LESSONS LEARNED .......................................................................................................... 1823
6. REPORT OF VISITS IN THE SYSTEM FOR GEOGRAPHIC INFORMATION ............. 1924
7. INTERNATIONAL TECHNICAL ASSISTANCE ............................................................. 1925
8. SUCCESS STORY ............................................................................................................... 1926
9. TRACKING CHART FOR WORK PLAN ACTIVITIES ................................................... 2128
10. MONITORING AND EVALUATION FOLLOW UP PLAN .............................................. 2158
11. ANNEXES ……………………………………………………………………………………………………..……………………59
This report was produced for review by the United States Agency for International Development. It was prepared by FEDISAL and partners:
FUSALMO, AIS, UDB, EDYTRA, FUNPRES, and FHI 360, for the Education for Children and Youth Project, Cooperative Agreement number
519-A-13-00001.
4
EDUCATION FOR CHILDREN AND YOUTH PROJECT
QUARTERLY REPORT
July – September 2013
INTRODUCTION
The Education for Children and Youth Project in El Salvador referred to as The Project is implemented as part
of the Partnership for Growth initiative and the Global Education Strategy and USAID/Forward. USAID/El
Salvador is providing support for the expansion and implementation of the Full-Time Inclusive School approach.
The Project`s aim is to support the Ministry of Education (MOE) in its efforts to extend access to education for
children and youth living in areas where there are high rates of violence and crime in El Salvador. In addition, it
will coordinate with MOE as a response to the need to improve the quality of education through the practice of
inclusive, pertinent and safe environments for learning. Furthermore, this effort is a complement to the USAID
crime and violence prevention project, as well as other activities being implemented under the Central American
Regional Security Initiative (CARSI). It will also support the Five-Year Plan of the Government of El Salvador.
The Project started on January 2, 2013 and will end in December 2018. The Project will be implemented in 25
municipalities, out of an original list of 54 municipalities with the highest rates of violence. The government
partner is the Ministry of Education (MOE). USAID has signed an agreement with the Fundación para la
Educación Integral Salvadoreña (FEDISAL) and a Partner Network including six organizations: Fundación
Salvador del Mundo (FUSALMO), Asociación Institución Salesiana (AIS), Fundación Educación y Trabajo
(EDYTRA), Universidad Don Bosco (UDB), Fundación Pro Educación de El Salvador (FUNPRES) as the local
partner and the international partner, Family Health International (FHI 360).
The Project is composed by six main objectives:
The first objective is to support MOE in 750 schools serving lower secondary school students in order to improve
learning results and increase 9th grade completion, this will benefit a minimum 100,000 students.
The second objective is that of increasing access to educational opportunities for out- of -school youth by
implementing strategies to increase the access to educational opportunities for 30% of the 15- to 24-year-old
youth segment who are outside the school system in 25 identified municipalities. The goal is for them to
successfully complete lower secondary school.
The third objective aims to provide and distribute educational material to the schools that were damaged by
Hurricane Ida. The fourth objective will have resources to respond effectively and rapidly to natural phenomena
that may affect the normal development of educational activities.
The Project has a crosscutting objective that aims to strengthen organizational and management capacities for
local partners to manage educational projects with USAID resources with the support of the international partner.
Thus, two objectives have been added, numbers 5 and 6, related to institutional capacity building oriented to
strengthening FEDISAL with project management tools and procedures of USAID guidelines identified in the
OCA and NUPAS.
5
Objective 5, a Local capacity building plan for FEDISAL and the local partners will be developed with the
recommendations from the NUPAS and OCA. Objective 6, during the first year of the Project. FEDISAL will
develop a series of activities directed towards strengthening compliance of the recommendations of the NUPAS
included in the Cooperation Agreement with USAID.
This report contains the main activities that were implemented from July to September 2013.
1. QUARTERLY ACHIEVEMENT SUMMARY
During this quarter the Project has had significant advances related to the component 1 and 2.
In the component 1 of sustaining improved educational outcomes for lower secondary school students, the Project
had a significant progress mainly related to the expansion of FTIS in 165 schools in 8 municipalities: a)
pedagogical strategy designed, b) active methodology implemented for Mathematics learning by teachers trained
, c) learning circles implemented with Mathematics teachers, d) training process implemented, e) vocational
orientation proposal for students in ninth grade has also been designed.
The training provided in workshops contributed to define the pedagogical strategy with the principals of 165
schools and clearly establish the application of active methodologies by the teachers trained. Three emphases had
stood out: collaborative work with colleagues and in the classroom, needs for written resources for learning, and
teachers learning circles to sustain the training process. This training strategy with Mathematics teachers had been
highly significant. (See: 8. Success History). It emphasizes the participation of students, collaborative work
among peers and their teachers. Having teachers organized in learning circles has become a steady reflective
practice regarding work in the classroom.
In this quarter, a total of 165 principals, vice principals and MOE officials (84 women and 81 men) in 7
municipalities participated in several topics related to EITP, technology and safe school environment. Also, 354
teachers (206 women and 148 men) participated.
To date, the Project trained 192 principals and MOE officials (99 women and 93 men) and 429 teachers (246
woman and 183 men) in topics related to the expansion of EITP, digital literacy, bullying prevention in schools,
creative conflict response, inclusive education and attention to students with special educational needs,
psychological first aid and life skills. According to the targets of the training process, the achievement for the first
year of the project implementation (FY2013) was satisfactory. The results for schools administrators and MOE
officials’ indicators reached 96% (target: 200, actual: 192) and the achievement for the teachers trained indicators
was about 130% (target: 330, actual: 429).
On the other hand, the results related to coexistence and safe environments to reduce school violence had been
significant: a) a work and socialization Plan had been developed with principals and the educational community,
b) finalized the situational diagnostic for security, coexistence and peace culture perception in 165 schools, c) 153
parents (39 men and 114 women), and 255 lower secondary class students (111 men and 144 woman) trained
In the component 2 regarding to youth out-of-school, the Project benefitted a total of 330 youth in Soyapango,
Chalchuapa and Santa Ana. In this quarter, 265 (178 woman and 87 men) youth was fully trained in in life skills
and work preparation courses such as: computer, costume jewelry and bakery. At the end of the quarter, the drop
out was 20% out of the youth enrollment in the project activities (65). The major causes of dropping out the
6
courses for life skills and labor preparation were such as emigration, economic and insecurity. Some problems
related to youth motivation and other controllable causes were analyzed to development new strategies for the
follow up process and lesson learned.
In this quarter, 60 participants (18% out of the total enrollment) were enrolled in a non-based school settings.
According to the annual target for FY2013 for this indicator the Project achieved 60% of planned result. In this
regard, the attraction, recruitment and motivation for returning to school to enter the program had been revised
and changed to reach the planned target for next year as explained in lesson learned and limitations encountered.
A total of 1,294 participants have been trained (781 woman and 513 men) related to components 1 and 2 in 2013,
as seen on Table 1.
Table 2. Total of participant´s trained
July to September 2013
Group Goal Women Men Total
(OB1) Component 1: Sustaining improved educational outcomes for lower secondary school student
Principals 84 81 165
Teachers 246 183 429
MOE officials 15 12 27
Parents 114 39 153
Lower secondary school students 144 111 255
(OB2) Component 2: Increase access to educational opportunities for out-of-school youth
Youth out of formal school system 178 87 265
Total 781 513 1,294
Source: Partners network and M&E integrated data
The jointly planning and coordination level of network partner allowed the achievements and the implementation
of planned activities such as the beginning of the principals, teachers and educational community training process,
the first school assessment and the Security Committee starting up. Working together and set up coordination
mechanism with MOE at central and departmental level had been a success strategy for the Project
implementation.
Institutional strengthening has continued with the assistance of FHI360 and FEDISAL and it focuses on Contract
Special Conditions (A23) included by USAID in the Cooperative Agreement signed by USAID and FEDISAL.
FEDISAL is updating the 10 manuals as USAID recommended. FHI360 is reviewing five manuals that more
directly correspond to Special Award Conditions included in the agreement. The five manuals are as follows:
Policy on Conflict of Interests, Organizational Manual, Procurement Manual, Human Resources, and Project
Management. It is planned to communicate to the FEDISAL staff and all personal the manuals in the next quarter.
Donor coordination has continued, there have been meetings with: WB, ILO, GIZ, and Italian Cooperation. We
continue with the implemented national EITP strategy coordinated with the Deputy Minister of Education and
with international cooperation to build on synergies that contribute to the effectiveness of development aid..
7
The private sector is supporting the out-of-school youth education strategy in municipalities with high levels of
violence, which is being developed jointly with the Project. Organized and facilitated a study visit for the Minister
of Education and two private sector representatives to renowned charter schools and violence prevention programs
in New York City and supported MOE to develop the M&E strategy of the SI-EITP.
A trip to New York was organized. The delegation was led by the Minister of Education, Franzi Hasbún Barake,
and two representatives from the private sector that support the education sector, Carlos Calleja and Roberto
Murray Meza. The study visit provided some inspiration for delivering quality education programs in challenging
contexts as well as promoting safe learning environments. Following the visit, the Ministry of Education decided
to plan an Intersectoral Meeting to discuss the continuity of the EITP model and how to implement some of these
innovative ideas from NYC within the EITP model at the national level
2. ACHIEVEMENT OF PROJECT OBJECTIVES
In this quarter there had been important achievement and progress of the mandatories indicators targets for the
project objectives..
The activities had been implemented as planned: .
:
Objective 1: Sustaining improved educational outcomes for lower secondary school students.
a) Coordination with MOE representatives to align Project actions with the FTIS
Jointly actions had taken place to continue with the alignment of Project strategies with policy and national
Educational vision.
The Technical Team of the Project held 10 meetings with the assistance of 60 participants (23 men and 37 woman)
from MOE´s National Directors, MOE management, Project Team and USAID representatives. The following
table presents a summary of these activities:
Table 2a. Number of participants at activities held from July to September 2013 to strengthen the Integrated
System’s pedagogical proposal
MOE
central
No. Objetive Participants Men Women Total
1 Revise monitoring and evaluation
system National Directors 2 3 5
2
Coordinate inter-institutional efforts
and motivate the creation of a
national educational policy for
violence prevention
MOE representatives and
Techical Team, Partner
Network representatives 2 3 5
3 Meeting in MOE with Marina and
COP National Directors
2
3
5
4 Meeting with MOE-USAID-
FEDISAL
Technical team, MOE,
USAI representatives
5 Project monitoring meeting National Directors
6 Meeting for socialization project
training plan MOE Management 5 6 11
8
7 Socialization and validation
workshop for the training program MOE Management 6 16 22
8 Project Strategy Review Vice-Minister of
Education 4 5 9
9 Follow-up meeting with MOE Deputy Director SIEITP 2
1
3
10 Follow-up meeting with MOE Deputy Director SIEITP
Total 23 37 60 Source: Prepared by author with primary source data
At the Departmental level, the strategy for the training process had been discussed and validated. Also, to
coordinate and plan the technical assistance in the 165 schools selected from the Project implementation. A total
of 14 meetings had taken place with Departmental Directors of Education in 5 municipalities with 100 participants
(45 men and 55 women).
Table 2ab. Participants at activities held from July to September 2013 to plan the technical assistance
No.
Departamental
Management Participants Men Women Total
1 Sonsonate Departmental Director and Technical Assistants 14 18 32
2 San Salvador Departmental Director and Technical Assistants 11 16 27
3 La Libertad Departmental Directors and Technical Assistants 2 3 5
4 Santa Ana Technical Assistance Chief and Technical Assistants 8 7 15
5 La Libertad Departmental Director and Technical Assistants 10 11 21
Total 45 55 100 Source: Prepared by author with primary source data
The Project activities had been coordinated and planned jointly with the Schools Principals at municipality level.
The Technical Team held 3 technical meetings with 29 School principals (14 men and 15 women) to coordinate
the training process planned. .
Table 2ac. Participants at activities held from July to September 2013 to plan the training process
Municipality Participants Men Women Total
School Principals
1 Zaragoza School Principals 2 3 5
2 Sonsonate School Principals 10 9 19
3
Santa Ana y
Chalchuapa School Principals 2 3 5
14 15 29 Source: Prepared by author with primary source data
1.1.1 Result 1A
The Full Time Inclusive School approach (FTIS) for approximately 750 selected lower secondary schools
to improve educational outcomes and increasing the graduation rate of 9th grade, benefiting at least
100,00 students from 7th, 8th and 9th grades.
9
a) Strengthening MOE´s Strategy for the Pedagogical Component of Full Time Inclusive School (FTIS)
Approach in 165 schools through Actives Methodologies training Program.
The Project continued the process of the Full-Time Inclusive School implementation to develop a pedagogical
proposal through the training and learning of successful international experiences designed to improve the
enrollment, access and quality of lower secondary school education.
Marina Solano de Mogollon and Vicente Rodríguez FHI 360 Consultant Specialists in Active Methodologies
continued the training process of teachers from the 165 schools. A second Active Methodology workshop event
was held for a Mathematic teachers. A total of 29 teachers and pedagogical assistants from MOE participated (12
women and 17 men). This training process is part of the sustainability strategy of the Project due to the enrollment
of teachers who are leaders to replicate the Active Methodology model to the Cluster of schools at the municipality
level.
There had been positive results after the training process. Trained teachers had been organized in learning circles
and developed written material for learning and teaching based on the methodological guides when teaching
Mathematics. In this workshop, the teachers in service presented the advances of the strategy implementation.
The Technical Team of the Project had continued the follow up of 5 learning circles focused on Active
Methodologies for the Mathematics. The next quarter, the Project will held similar workshops for Science
teachers.
b) Ongoing pedagogical and management capacity building with the Partner Network’s multidisciplinary
team, to jointly develop effective strategies to expand the Full-Time Inclusive Schools model
The FHI360 had continued the capacity building of the local partners with the training related to the Active
Methodologies. . The Technical Team of the Project and FUSALMO pedagogy specialists participated in the
second workshop. FUSALMO had trained 17 specialist (10 men and 7 women).
This event has been handled by international consultants: Marina Solano de Mogollon, the FHI 360 Active
Schools specialist and Juan Vicente Rodríguez. The training worked to create a shared vision of the project,
strengthening pedagogical and management competencies for local partner. In addition, spaces were opened to
ensure greater participation, integration and camaraderie on the team. This enables them to implement a more
integrated and coordinated technical advisory process with the educational community and strengthen the
technical assistance strategy for schools implementation.
c) Training Program for principals, teachers and MOE officials begun for the 165 schools
The training Program for principals and teachers is part of the project´s strategy to better teaching quality in
schools and to expand the educational FTIS model. The full Training Program to support the FITS implementation
for 165 schools begun in the 8 municipalities as planned. For this training educational materials had been printed
after the MOE validation to engage the model scope as planned by MOE. Three modules of FITS had been
validated and printed for UDB in this quarter.
A total of 296 participants (166 woman and 130 man) trained in this quarter. Out of 296 participants 138 (47%),
principals and MOE officials (69 woman and 69 men) and 158 teachers (97 women and 61 men) had been trained
in FTIS and technology topics. The main topics were related to the EITP and digital literacy as shown in the Table
below.
10
Also 27 teachers of Sonsonate and Zaragoza municipalities were trained in inclusive educational strategies for
special needs students in lower secondary schools.
Table 3. Trainings Participants in EITP topics and technology. July-September 2013.
School Principals and MOE officials
Municipality Topic Women Men Total
Chalchuapa Digital literacy for principals 3 13 16
Santa Ana Digital literacy for principals 16 21 37
Sonsonate and San
Antonio del Monte
Digital literacy for principals 25 16 41
Introduction: Diploma of inclusive
education and care for special needs
students
15* 9 * 24*
San Juan Opico Digital literacy for principals 10 6 16
Zaragoza Digital literacy for principals 4 2 6
Soyapango
Module I: School management in the
Social Plan-FTIS
11 11 22 Module II: Effective organization in
function to learning
Module III: School planning in
inclusive school
Sub total 69 69 138
Teachers
Municipality Topic Women Men Total
Santa Ana
Methodological upgrade guide for
teachers 50 28 78
Digital literacy for principals 2 1 3
Soyapango Methodological upgrade guide for EITP
teachers 33 14 47
Sonsonate y San
Antonio del Monte Digital literacy for principals 0 1 1
All 8 municipalities Active Methodologies 12 17 29
Zaragoza
Introduction: Diploma of inclusive
education and care for special needs of
students 15* 12* 27*
Sub total 97 61 158
Total 166 130 296 * Not counted because these are the same participant groups reported on Result 1B.
1.1.2 Result 1B
Strengthened safe learning environment program to reduce school violence in high risk municipalities in
750 schools included in Result 1A above.
a) Criteria for safe learning environment designed
The Technical Unit of the Project, FUSALMO, FUNPRES and M&E developed the criteria for safe learning
implementation. The six criteria are: 1) Safe learning spaces, 2) Supporting and stimulating environments for
11
learning, 3) School and territorial organization, 4) Full participation from the educational community, 5)
Integrated services and programs, 6) Inclusive and non-discriminatory practices in school .
These criteria have been defined to measure progress of the processes in 165 schools from phase one. In this
quarter the baseline for the criteria as an indicator had been finalized and database are developing for next quarter.
b) Safe environment Training Program for the educational community begun for the pilot schools
In this quarter, the Project begun in 25 schools in Sonsonate and Zaragoza municipalities a pilot training Program
for the implementation of safe environment at the 165 schools as a strategy to the full implementation. The
principals, teachers, parents and students were trained regarding life skills, prevention of bullying at school,
creative conflict response and psychological first aid for the educational community. In this pilot program
participated a total of 686 people (399 women and 287 men) of them, MOE officials (2) and principals participated
in this program (15 women, 12 men); 68 teachers (44 women, 24 men), 141 parents (102 women, 39 men) and
201 students (112 women, 89 men) as Table 5 bellow shows.
Table 4. Participants in safe environment in schools training
Principals and MOE officials Women Men Total
Diploma for psychological first aid
15 12 27 Creative Conflict Response program workshop
Bullying workshops
Sub Total 15 12 27
School teachers
Participants/Education topics Women Men Total
Life Skills 72 61 133
Creative Conflict Resolution workshop (Advanced level) 5 19 24
Diploma for inclusive education and care for special needs students
49 43 92 Diploma for psychological first aid
Creative Conflict Resolution workshop (Basis level)
School bullying workshop 44 24 68
Sub total 170 147 317
Parents Women Men Total
Life Skills 102 39 141
Sub total 102 39 141
Students
Life Skills 112 89 201
Sub total 112 89 201
General Total 399 287 686
Criteria to select municipalities and schools of Group 2 designed Criteria to select the municipalities and schools for 2014 implementation had been defined in coordination with
MOE and USAID.
Up to date the criteria defined are: a) it should be one of the 54 high risk municipalities left over the 8 selected
already, b) the selected school should not be beneficiated by another cooperation, c) the Community-Based-Crime
and Violence Prevention Project has actions and presence
12
The Project will select the group of schools next quarter. It is planned to begin the technical assistance in 2014.
1.1.3. Result 1C.
Innovative education incentives/scholarships provided to at least 40% of the 100,000 students to reduce
economic hardships for low income students in lower secondary education from the 750 schools included
in Result 1A above.
Coordination meetings with MOE counterparts and institutional leaders have included workshops and meetings
related to this result. Eligibility of students for scholarship award was defined by using a set of criteria, they are
planning the different types of scholarship packages to be implemented in case of dropouts among the lower
secondary school students. The Project team has begun the scholarship program design.
1.1.4 Result 1D.
Develop a fully operational monitoring system to track performance of program activities for student
retention, achievement, school safety and participation of out- of-school youth in educational
opportunities.
a) Monitoring plan submitted to USAID and DQA for mandatory indicators implemented
The Project submitted to USAID the Monitoring Plan for approval. There are 32 performance indicators to
measure the Project progress. In this plan, two (2) indicators had been included: 1) student ´s academic
performance and, 2) using of communication and technology in schools.
USAID representatives performed DQA for the 11 Partnership for Growth (PfG) indicators and for the PPR which
are mandatory.
Agreements were established regarding means of verification for the Project indicators. .
USAID representatives give specific recommendations for the uses of official documents, database free of error
criteria and information management process. M&E will elaborate a DQA plan for 2014 that will assure data
quality and local capacity building of the partner network organizations that provide and produce data and
information for the Projects progress reports.
b) Tracking mandatories indicators, work plans for project progress report designed and operating
The COP and t M&E staff of the Project had designed an information system using Excel sheets to record
achievements, Work Plan advances, results of targets. The mandatory indicators related to the training process
had been tracking and discuss jointly to identify lessons learned for the next quarter.
The Project supported the USAID representatives in order to collect the data and analysis of the mandatory
indicators for the fiscal year 2013 (FY2013).
The excel sheets designed allow integrated and link the data from the local partner (6 organizations) in charge of
implementing the Project plans and strategies.
The Monitoring System will be fully developed by June 2014. Consultant will start the development next quarter.
This action is part of the Result 1D plan
13
c) First Group of School Assessment in 8 municipalities finalized
The data collection for the first school assessment had finalized in the first group of 165 schools benefitted. There
have been 153 interviews to school principals, 28 vice-principals, 156 teachers and 463 students.
The assessment will set a baseline data to measure the level of changes made after three years of Project
implementation.
The data collecting will allow to measure outcomes indicators at results level, such as 1) principals and teachers
capacity development for implemented FITS, 2) use of active methodologies in lower secondary school, 3) level
of perception of violence from students in school, on their way to school and in the community, 4) level of criteria
for safe environment at school, and 5) school dropouts and causes.
Objective 2: Increase Access to Educational Opportunities for Out-of-School Youth.
This quarter, the Project continued coordination meetings with both Network Partners and the MOE, also with
USAID representatives to learn about flexible modalities, possible training sites in the municipalities, availability,
and other elements to serve as input on perspectives, possibilities and strategic elements to develop this Project´s
objective.
2.1.1 Result 2.A.
Assistance provided to at least 30% of out-of-school youth in 25 targeted municipalities to return to formal schooling
or to complete a lower secondary education diploma
Based on the experience of working with youth out of school, the youth returning to formal schooling strategies
in non-traditional modalities is an ongoing process of validation with MOE, USAID representatives and local
partner. . The Project had enrolled 60 out-of-school youth (18% out of 330 of the total youth enrollment, 24
women and 36 men) in Santa Ana (14), Chalchuapa (22 youth) and Soyapango (24). The students who are
returning to school were first enrolled in life skills and labor preparation program.
Also, the Technical Unit of the Project started to identify with the schools principals all youth that have dropped
out from the 165 schools in order to have a previous selection. Departmental Directors from La Libertad had
participated to coordinate with principals from schools of the municipality of Zaragoza, aiming to identify youth
who have dropped out from school this year or in past years. The technical team of the Project also met with MOE
officials to coordinate alternatives to be applied on a self-sufficiency test. They are also discussing the possibility
to design a training plan for teachers in charge of the non-regular educational system.
The Project also held meetings with UNICEF and we have been able to establish coordination for Sonsonate
municipality to perform a diagnostic with out-of-school youth in search for alliances.
Different actions are used to motivate youth from implementing institutions. To be able to identify them, they are
visiting homes from the surrounding neighborhoods and districts near the training center, nearby villages closed
to the municipality of Chalchuapa and Santa Ana. In Soyapango, identification has been done through the projects
promotion in informative meetings with parents as well as using volunteers helping in the search of these young
people in Soyapango. Those are lessons learned in this quarter.
14
2.1.2 Result 2B.
At least 30% of the youth out of the school system in the 25municipalitieshave skills with community-based
approaches and are prepared to be part of the labor market.
The training program designed for youth out of school consists of 84 hours. It includes topics of Life Skills and
work preparation courses and activities for youth outreach.
The courses for work readiness had been designed based on the labor market, in order to find out the 8 specific
municipalities labor market needs, terms of reference had being revised to identify municipal potential. A catalog
of courses for specific municipalities labor needs will be used for implementing organizations in order to match
the training of youth out of school with the labor market next year.
A total of 330 youth out of school (70 men, 195 women) had been register in the Program. In this quarter, 65
youth out of 330 had been dropped out (20%) due to changes of youth address and violence threats. The technical
team and local partners had been jointly analyzed and discuss the results with USAID representatives to learn
lessons and search for new strategies.
Life skills and work preparation courses have been provided to 265 youth (70 men and 195 women) who had not
finalized lower secondary school in the municipalities of Santa Ana, Chalchuapa and Soyapango. Participants had
been trained in different groups which began in June and will end in November 2013. The Life Skill course had
been the bottle line topic to handled youth motivation and ongoing process to return to school or work preparation.
Special topics designed and training material had been used as support of training program. Course and
participation detailed on Table5. Table 5. Courses and youth participating en Life skills and Work Preparation
July to September 2013.
Course name Course
total hours
Number of
participants Men Women Average age
Life Skills 16 265** 78 187 18
Jewelry making 40 46 6 40 15
Confectionery 40 52 19 33 16
Computers 40 47 8 39 18
Bakery 40 28 9 19 18
Computing 40 63 28 35 19
Cosmetology 40 29
- 29 19
* Preliminary data subject to review in November. Are
active groups until November 2013.
** Not counted because these are the same participants 265 70 195 18
In addition, the outreach strategy had include and promoted youth activities such as: Rally, football games,
dancing shows and movies forum. A total of 78 (27 men and 49 woman) youth participated in Santa Ana and
Chalchuapa in this quarter. A four hours sport games and encounter took place in Soyapango, with a 96 youth
participation (60 woman and 36 men).
To extend this outreach activities alliances with private sectors has been identified. The donation of computers
and contribution to returning youth who are out-of-school to the regular system may be a possibility to start up
this strategy the next quarter
15
2.1.3 Result 2C.
Innovative Incentive/ scholarship provided to at least 30% of out-of-school youth in 25 targeted municipalities to
reduce to reduce economic hardships for low income out-of-school youth to enable equitable participation in
educational opportunities.
The actions carried out as part of this outcome are contained in the coordination meetings with the implementing
institutions. The TTP will present the program strategy next quarter.
Objective 3: Procurement and distribution of educational supplies to 8 1 schools damaged by Hurricane
IDA.
During the month of May, the project held a joint meeting between CDM International Incorporated, MOE and
TTP in order to learn about the team proposal and the requirements at the 8 public schools that are to receive
project support. Likewise coordination with MOE is underway in order to identify the needs in terms of furnishing
for the public schools that will be built.
Actions have been coordinated with MOE to make purchases for the following quarter.
Objective 4. Rapid Response Fund
No actions are recorded for this objective due to the fact that it is in the context of an emergency response.
Objective 5: Institutional strengthen for FEDISAL development
a) Capacity building at FEDISAL regarding administrative, financial and human resources procedures,
conflict of interests, USAID agreements, and institutional organization continued
This is an ongoing activity. FHI 360 continued providing the Technical Unit support by establishing financial and
accounting systems required for Project operations. At that time, the FHI 360 financial manager assigned to this
project traveled to El Salvador to work with the Financial Manager on basic financial and accounting operations.
As a product, a second purchasing plan was worked on for the Project, as were the inventory control procedures.
Receipts were reviewed for checks 1 through 45. The team was trained in budget planning and management,
monthly projections, and pipeline analysis as requested by USAID. Training also involved use of the forms that
FEDISAL must present USAID (Form 425 Quarterly Financial Report, Form 1034 Funds Request, and Form 579
VAT).
b) Project USAID complies regulations realized
FHI 360 is providing technical assistance to strengthen management and administrative capacities from FEDISAL so the
execution of projects complies with rules and procedures from USAID. FHI 360 technical assistance focuses on the
Contracts Special Conditions (A23) included by USAID in the Corporate Agreement signed by USAID and FEDISAL.
On July 2013, the Internal Auditing and Compliance Office from FHI 360 (OCAI) held revision with the purpose of
investigating if the Education for Children and Youth Project complies with the politics and procedures of USAID
1 Eights schools will be reconstructed instead of e 32, according to USAID infrastructure data. Comment to 2 monitoring draft. . U7.
16
regulations. The purpose of this study journey was to support FEDISAL in identifying if the project had complied with
the requirements in recommendations 2, 3, 6, 7, 8, 9, 10, and 11 from the Contracts Special Conditions (A23) that form
part of the award with FEDISAL with USAID. OCIA also made a general review of the operational procedures related to
travel, human resources, finance management, asset management and monitoring of subcontractors with the goal to
identify if there are programmatic and financial risks in the Project.
During the week of July 15th, two OCIA agents traveled to El Salvador for five days, met with the projects technical team
and with FEDISAL, they reviewed the projects documents and manuals. At the end of the week, they presented their
initial findings and the high and low risk areas. Back in Washington, they finished their final report with recommendations
to review FEDISAL´s purchase manual. They presented their report and coordinated a teleconference to clear up the
recommendations with the Project and with FEDISAL, and also to answer questions about the findings. OCIA incorporated
comments from FEDISAL to the report and FEDISAL finalized the process when they presented the last report to USAID.
c) Local capacity Plan for FEDISAL elaborated
An Institutional Strengthening Plan for FEDISAL has been elaborated so it can be submitted to USAID next
October.
Objective 6: Follow on the recommendations to FEDISAL from NUPAS
As a previous condition to the elaboration of sub-agreements with the local associate members, based on the
characteristics that these associate members develop, they simultaneously develop the most relevant aspects for
evaluation. As a result of this analysis, recommendations will be incorporated. FEDISAL has drafted an analysis
based on the NUPAS.
a) The FEDISAL manuals were reviewed as part of the Project’s institutional strengthening component.
FEDISAL is updating 10 manuals. FHI 360 reviewed five manuals that directly correspond to Special Award
Conditions included in the agreement. Specifically, FHI 360 agreed to review and provide recommendations to
update the Manuals that correspond to recommendations No. 2, 3, 5, 6, 7, 8, 9, 10, and 11. The five manuals are
as follows: Policy on Conflict of Interests, Organizational Manual, Procurement Manual, Human Resources, and
Project Management.
3. PROGRESS OF ACTIVITIES PER COMPONENT
In component to improve the learning quality of lower secondary school students, 80% of planed activities have
been conducted or initiated. 20% of the activities have been rescheduled for the next quarter. The fundamental
activities conducted or initiated in this quarter are the following:
Preparation of diagnostics from secondary sources and there have also been interviews in the 165 schools.
Preparation of the designed Pedagogical Strategy. “Active Schools Guidelines under SI-EITP and Guidelines
regarding written resources for learning” have been prepared.
Hiring of pedagogical specialist.
Preparation of elaborated training programs (educational letters and support material).
Accompanying MOE technicians and Mathematics teachers in the construction of written resources. Monitoring
of teacher circles that teach Mathematics.
Preparation of support material for educational programs.
Visiting schools to promote the visits of teachers and vice-principals to the workshops.
17
Preparation of teacher and vice-principal profiles in the running to receive training workshops.
Profile approval for projects technical team and circulation at the DDE and schools that form part of the pilot
project in Zaragoza and Sonsonate.
Provide planned educational programs for the quarter.
Socialization NID´s with school principals at the Education Department/ESMA. Socialized presentation of the
Project at the CE with the participation of school principals, teachers, lower secondary school students and
parents.
Hiring of dance, music, painting and theater specialists and instructors.
Initiate an acquisition process for the hiring of the company in charge of the adaptation of artistic academies at the
headquarters.
Preparation of technical specifications for equipment acquisition.
Design for the artistic education program and the necessary material for implementation.
Hiring of web master, consultation meetings with partnership network, Portal investigation, validation workshop
regarding Educational portal.
Consultant recruitment to elaborate a normative proposal for educational and access adaptations.
Design the vocational orientation program.
Initiating the construction collective proposal for the coexistence Plan
Preparation of technical documents for Conflict Resolution, anti- bullying and Alternative Conflict resolution.
As part of creating better opportunities for youth outside of the formal system, 60% of the planned activities
have taken place during this period. Reschedules have taken place and there has been a review regarding the
appropriateness of the planned activities under the revised implementation strategy.
Annex section. Work Plan monitoring shows the development and advancement of the activities that took place
during the quarter by each one of the results and objective.
4. CHALLENGES & PROPOSED SOLUTIONS
During this semester the challenges of projects of implementation have been efficiently managed. Some of the
challenges presented in this quarter have been:
Project
implementation
level
Challenges Solutions
Local Partners Working with local organizations and partners
under USAID Forward initiative
A capacity building plan for FEDISAL and the
network of local partners has been developed. FHI
360 will continue to provide technical assistance
for project management.
MOE Supporting MOE’ strategies and other donors
who are implementing Full Time School
approach (EITP)
The Project has assisted the MOE in coordinating
work with donors in El Salvador in a common
effort to organize multi-sector support for the
continuity of national education policies, such as
EITP.
Objective 1 Working with schools in high risk
municipalities
A security and safety plan has been designed in
conjunction with the network of implementing
partners that provides specific recommendations
18
Project
implementation
level
Challenges Solutions
for the technical team. There is a safety committee
and protocol that addresses these issues
implemented this quarter. USAID has provided
recommendations in conjunction with other
programs that draws from their experiences
Objective 2 Youth outreach activities to enroll youth out-of-
school
Youth outreach activities are those that will serve
as the gateway for attracting young people. The
program offers active learning methodologies and
training in life skills and job readiness. This will
mean that young people can gradually be inserted
in formal education modalities to complement their
studies.
Objective 3 Nothing to report.
Objective 4 Nothing to report.
Objective 5 Nothing to report.
Objective 6 Nothing to report.
5. LESSONS LEARNED
The project has required extra effort for coordination and joint planning of six institutions. Some of the lessons
learned in this period can be summarized as follows:
Project
implementation
level
Lessons learned
Local Partners The institutional development plan is important, as well as, maintaining a constant
communication flow with the partnership network and defining guidelines for strategy
implementation.
MOE Keeping communication channels with the Ministry and International Cooperation is the key to
success to move forward with EITP´s implementation strategy. It also important to keep
coordination with National and Departmental Directors.
Objective 1 The teachers at selected schools are applying active methodologies faster than planned. The
learning circles have been a success learning strategy within equals. The teachers leaning with
teacher’s strategy was successfully implemented.
Selected school teachers apply fast active methodologies through the learning circle strategy
among peers.
Partner institutions require pedagogical specialists who direct technical assistance to promote the
EITP model.
19
Project
implementation
level
Lessons learned
Objective 2 It is important to define goals and associated indicator definitions to youth that are returning to
school, due to the risk conditions they face, as well as social instability.
Objective 3 Nothing to report.
Objective 4 Nothing to report.
Objective 5 Nothing to report.
Objective 6 Nothing to report.
6. REPORT OF VISITS IN THE SYSTEM FOR GEOGRAPHIC INFORMATION
The project is still at the initial stage of field activities. Therefore, this report is not included in these visits. USAID
was provided the geographic code for the schools that are participating in the project this year. The code was
provided by the MOE. The following quarter, visits will be reported according to geographic referenced
information.
There have been 512 visits to 165 schools, an average of one visit per month during the reported semester.
7. INTERNATIONAL TECHNICAL ASSISTANCE
Technical assistance area Specialist Dates Participants
July
Provide STTA for objective 1 on the
pedagogical proposal. Train local team. Visit
Schools, Meet with MOE Officials.
Marina Solano
Juan Vicente Rodríguez
July 8 – 17, 2013
July 8 – 20, 2013
Project Local Team
MOE Officials & Math
Teachers
August – September
Provide follow up STTA for objective 1 on
the pedagogical proposal. Train local team.
Meet with MOE Officials
Marina Solano August 27 –
September 20, 2013
Project Local Team
MOE Officials & Math
Teachers Provide follow up STTA for objective 1 on
the pedagogical proposal. Provide technical
assistance for the development of
mathematics materials.
Juan Vicente Rodríguez September 1 – 15,
2013
8. SUCCESS STORY
Mathematics teachers: making a difference in lower secondary school
20
In the context of the Education for Children and Youth Project of El Salvador, support is provided to 750 schools
in 25 high violence risk municipalities. Currently, technical assistance is provided to 165 schools to improve
learning qualities for youth registered in 7th, 8th and 9th grade in 8 municipalities, they are: Santa Ana,
Chalchuapa, Sonsonate, San Antonio del Monte, La Libertad, Zaragoza, Nejapa and Soyapango. One of the goals
is to improve the education quality with the implementation of the Full-Time Inclusive School (FITS politics.
This is why it is very important to apply education processes to principals, teachers, students and parents.
Technical Assistance Strategy to schools is part of the education processes to principals and teachers. An
educational program of 165 hours has been implemented to be applied to model I Learn (A), I practice (P), I apply
(A) to teachers specializing in mathematics in lower secondary school. To date, 28 mathematics teachers have
been trained, its application has been successful and they are making a difference in the way they teach this
subject.
Celina Tula de Velásquez participates in this training. She teaches mathematics in lower secondary school at
República de Líbano School, located in the municipality of San Antonio del Monte. She has been teaching
mathematics for 20 years. “I have participated in two workshops that teach you how to prepare guides using APA
methodology. The first one was in July and the second one is right now, in September, its goal is to review the
application of the methodology practice and to share experiences with other teachers. Students who do not like
mathematics enjoy these methodologies and perform well. Mathematics is difficult and students do not enjoy it,
but these methodologies have brought me up to date and have also helped me teach. We start from something
complex and we make it easy: All you need to have is the desire and will to learn.
Josué Martínez, mathematics teacher for lower secondary school at Cantón Tutulpeque School in Nejapa
commented: “These workshops have helped us strengthen the elaboration of written resources, as well as develop
guidelines based on model APA. I am already replicating this process. I have trained 20 teachers from the
Mathematics Teachers Network from this department. This methodology works for adults as well, one teacher
said that during this workshop he never got bored and he learned a lot. My personal experience has been very
satisfying, as a teacher I have confirmed that students care more and have fun learning. Even students who are
restless are doing what the guide suggests. I also used it to level knowledge in the difference of negative numbers
and it worked… and my surprise was that after I used the guide, 90% of my class overcame the problem and only
10% of them (got grade B), before the entire class got bad grades. This is improving student performance and
also motivating them to learn mathematics. Abstract knowledge can become concrete…”
The student and principal training process will continue for 3 more years in each of the schools selected in topics
of EITP, coexistence, bullying, creative conflict resolution and principal digital literacy. The participants are
applying it to improve their quality. School principals and teachers are key parts that will apply what they have
learned in classrooms until the end of lower secondary school. These schools are developing the capacity to
achieve this goal.
9. TRACKING CHART FOR WORK PLAN ACTIVITIES
Education for Children and Youth Project
Monitoring Report # 3. (July – September 2013)
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
R1A. Full-Time Inclusive School extended to a selection of approximately 750 schools
1. Comprehensive
municipal assessment
(8 municipalities)
1.1 Consulting service: Preparing
the comprehensive assessment of 8
municipalities and educational
supply & demand
TORs draft elaborated
10% Reprogram for November
2. Strengthen the MINED
pedagogical proposal for
the following cycle
2.1 International Consultant work to
enrich the pedagogical proposal with
active methodologies, including the
existing MINED information
material
Consultancy by María Mogollón and
Juan Vicente Rodríguez has continued.
A second Active Methodology
Workshop has been developed for
teachers specializing in Mathematics.
See Annex in Agenda
The process for Active Methodologies education will continue
next quarter.
2.2 Selection and recruitment of a
pedagogy specialist to follow up on
enriching the pedagogical proposal
It has a designed Pedagogical Strategy,
prepared documents. “Guidelines for
Active Schools as part of SI-EITP.
Guidelines regarding material used for
learning” Progress: 80%
Hired a pedagogical specialist: training
programs developed (teaching letters and
supporting materials).
Technical support to mathematics
teachers by developing learning
material. In process: 50 %
We will socialize with the members from the partnership
Network.
Support and monitoring of training processes: facilitator
induction, FUSALMO team induction, support to mathematics
teacher circles.
We will socialize with members from the partnership Network.
22
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
3. International
experience exchange to
foster the development of
opportunities for civic
commitment and
community participation
in education
3.1. Work meetings with MOE to
define the process of expansion for
Full-Time Inclusive Schools (work
plan, school selection, awareness
raising and publicizing the project,
entry plan, and technical advisory
strategy integrated with the
Departmental Directorships of
Education)
Meetings were held with MOE to define
and validate the Project Work Plan
Meetings were held with Adjunct
Director Team to review project actions.
Similar meetings took place with the
National Directorship for Education and
the National Directorship for
Departmental Management
Coordination meetings were held with
the Departmental Directorships for
Education
Work strategies were tailored for the 8
municipalities.
The Departmental strengthening
program was rescheduled for next year
(2014)
Meetings began with school principals
from the selected institutions
249 teachers trained in pedagogy and
safe environments this quarter
The technical assistance strategy implemented
Meetings will continue with the school principals and
with Departmental MOE officials
These activities will be ongoing throughout the year.
3.2 An international consultant will
strengthen the multidisciplinary
technical teams at the Departmental
Directorships for Education in
technical assistance processes for the
schools
Marina Solano de Mogollón
strengthened the Partner Network’s
multidisciplinary technical team.
She continued the teachers training
process
Strengthening for the Project’s multidisciplinary teams will
continue
23
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
3.3 The methodological document
for implementing the Full-Time
Inclusive Schools was designed and
printed.
The document Elements for the
Development of a Pedagogical Model
for the National System prepared by
the MOE was printed last quarter.
The MOE is working on their own
methodological document for the
implementation of the Full-Time
Inclusive Schools. Therefore, the
Project will not provide support for
this activity.
27 teachers are trained in Active
Methodologies this quarter. This
trained is in ongoing based- process
and will finish next year
3.4 At 150 public schools, the
pedagogical and violence self-
assessments were prepared, there
was a participative review of the
pedagogical proposal, and the
Annual Education Projects were fine
tuned
Work began on defining the strategy
for safe and pedagogical
environments that this process
includes.
Diagnosis has been completed and
the school coexistence strategy is
being prepared.
This process will start with school entry, and in the framework
of the training process that begins in September
24
3.5 Development of training
processes for different sectors, in
coordination with the training
program of the Departmental
Directorships and Escuela Superior
de Maestros (teacher training entity)
Preparation of the integrated training plan
for Objective 1, and its initial validation
with the Partner Network.
* Hiring Consultants.
* Preparation of didactic and support
material for workshop training.
* Meeting with DDE from Zaragoza and
Sonsonate. School visits to promote
teacher and vice-principal participation in
workshops. * Workshop training
development. Procurement process
preparation regarding art. Initiated training
process.
.
Final validation with the Partner Network of the training plan
for Objective 1, validated with MOE.
3.6 International training with
consultants for Active Schools and
youth accompaniment in Colombia,
and on development.
Re-scheduled for next year
4. Capacity development
in the use of technology
for faculty, principals,
and students
4.1 Meetings with MOE central &
departmental offices to analyze and
understand the strategy for
strengthening technological
capacities
Meetings were held with MOE at the
central level, specifically with the
Vice-Ministry of Technology, and the
strategy has been presented to the
Departmental Directorships for
Education.
200 principals and MOE officials are
been trained in a Digital
Alphabetization this quarter
The training programs will continue with the inclusion of the
Departmental Directorships.
4.2 Technological equipment will be
provided for schools, networks, and
the Full-Time Inclusive Schools
Integrated System
There has been a call for hiring
facilitators for this component. Work
has begun in preparing the TOR for
purchasing equipment for the schools.
Preparation of Terms of Reference,
TDR with UT validation. Requirement
of equipment purchase sent to
UT/USAID. Ongoing: 80%
USAID approval pending
IT teachers will be recruited
The TOR will be presented to USAID for the purchases of
computer equipment.
Equipment purchase will take place during the 4th Quarter.
25
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
4.3 Design of the portal prototype
based on needs assessment, and
validation with MOE.
The portal design proposal was sent to
USAID for approval.
The TOR to hire consultants for portal
design has been prepared.
Hiring a web master, consultation
meetings with partnership network,
portal investigations, and validation
workshop regarding Educational Portal
content.
Ongoing: 60%
Once USAID has approved the portal, we will proceed with
hiring the consultant.
Work will start on preparing the technological training modules
Continue strategy process according to USAID protocol.
4.4 Training process for the
Committees for Assistance with
Technology (CAT), focusing on
innovation, technology and science
Scheduled for next quarter
4.5 Organization and development
of a congress and technology fairs Scheduled for next year
5. Strengthen artistic and
cultural training
5.1 Preparation and approval of a
strategy to strengthen artistic and
cultural training by specialists in the
area, drawing from successful MOE
experiences
A draft of the strategy has been prepared Strategy validation is pending
26
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
5.2 Acquisition of materials and
instruments for the promotion of
artistic expression from the schools
during vacation period
TOR are ready for purchasing video
conferencing equipment to support the
central offices and 4 municipalities.
TOR are ready for the installation of
training centers in the 4 artistic activities
at central offices.
The purchase of a vehicle is in process
TOR are ready for the purchase of
musical instruments.
Equipment is to be purchased, and once the equipment is set up,
it will be tested.
5.3 The artistic and cultural
strengthening strategy will be
validated in 2 pilot municipalities
and the experience will be assessed
Re-scheduled. Training processes starts in September in the 4 municipalities
6. Promote and develop initiatives for inclusive
education (preparation for
the 2nd year)
6.1 Selecting and hiring specialists in
inclusive education, addressing SEN,
and school bullying (Related to
R1B).
FUNPRES produced a document on
Inclusive Education for the Italian
Cooperation agency. The Project will
use this in their schools.
Hiring a consultant to elaborate a
normative proposal for curricular
adjustments and access.
First draft for the normative proposal.
Meeting with EITP management where
date for training workshops for DDE
from Zaragoza and Sonsonate will be
organized.
The TOR were prepared to hire the specialists.
27
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
6.2 Coordination meetings with the
MOE to prepare, implement, and
validate the strategy for inclusive
education, school bullying, and
addressing SEN, based on its
experiences, documents, and
inclusion index.
Module for Full-Time Inclusive School,
elaborated by EDUCAID, thus such
module validation was suspended.
Work meeting to review the training
program with MOE, which was
approved although they made a few
recommendations.
Recommendations have been added to
didactic letters, agendas, and support
material.
Actions to coordinate with MOE will start in the context of
validating the training plan.
6.3 Design, programming, and
development of certificate programs,
as a pilot in two municipalities
(Define profile for CAPS teachers)
Two municipalities were defined –
Sonsonate and Zaragoza. These two
municipalities were in the Full Time
Inclusive School Integrated System
pilot program.
A strategy has been defined as part of
the integrated training plan.
Profiles of teachers and principals for
training workshops.
Profile approval by technical team and
disclosure at DE and pilot school
projects in Zaragoza and Sonsonate.
Organization with associate entities
regarding training dates.
Training process designed and
implemented for Sonsonate and
Zaragoza. 25 schools are participating
Meetings will be held with the public school principals of the
institutions that will be part of the pilot.
28
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
7. Develop a program
focused on promoting
remaining in school, finishing lower secondary
education, and continuing
high school studies.
7.1 Validation of the vocational
counseling strategy, instruments, and
educational materials with MOE
Instruments have already been validated
by the MOE.
Elaborated instruments, pending use
authorization by MOE.
Consultant’s selection process.
Beginning of consultancy.
The potential consulting candidates
profile has been sent to USAID,
approval pending.
7.2 Design and construction of the
vocational aptitude test, software to
apply and grade it, as well as a
website and video linked to the
portal
Search and selection of the consultant in
charge of trial construction.
Interviews have taken place to select the
consultant, to advance the process.
Continue process during the third and fourth quarter.
7.3 Preparation and validation of a
job market study, and an inventory
of the technical education
opportunities at the national level
with MOE
FEDISAL prepared and validated the
job market studies at the national level
in conjunction with MOE
Market studies have been prepared.
Inventory preparation is scheduled for the third and fourth
quarters.
29
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
7.4 International consultant to adapt
and validate instruments to identify
success indicators for remaining in
school
Re-scheduled for next year
7.5 Training teachers and youth
counselors, hands-on
accompaniment and capacity
building
Consultancy start has been programmed for
year 2014.
Scheduled for next year
10. Develop a
communication and
training strategy to share experience and discuss
policies to improve the
quality of education in lower secondary school
8.1 Meetings for coordination and
analysis with MOE to establish
each institution’s functions and
roles as they intervene in project
strategy implementation, to promote
sustainability of the processes.
Meetings were held at several levels
including the Vice-Ministry.
The Project participated in meetings of
the coordinating committee with national
Directors.
A proposal for communication of project
actions with the national directors.
Coordination and communication
mechanisms have been defined with
National Offices and the Vice-Office of
MOE, for Project implementation
Coordinated plan implemented next quarter
30
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
8.2 Present and coordinate the
project sustainability strategy to the
governing committees, Improvement
and Technical Assistance teams at
the Departmental Directorships.
Action Plan that will enable us to
provide feedback for MOE´s central
offices.
In May and June, the work plan was
presented to the Departmental
Directorships, the governing
committees, and the Improvement
Teams.
Action Plan designed
Meetings and coordination activities
were on going this quarter
Continue coordinating with the Departmental Directorships
for Education.
8.3 Prepare and validate the
communication and training strategy
to share experiences and discuss
educational policies
The Project worked in conjunction
with MOE and cooperation agencies to
revise the MOE’s strategy to publicize
the Full-Time Inclusive Schools, and
they defined joint dissemination
activities.
The Project is participating at the
coordination roundtable with U.N.
cooperation agencies, the World Bank,
and Italian Cooperation.
Joint activities have been developed
with voluntary workers to speak about
EITP. The project supported the
meeting with the media, opinion
makers, academics and ONGs.
An exchange in New York for EITP
sustainability was also developed,
Vice- Ministers and society actors
participated.
Activities were developed jointly with cooperating agencies
to discuss Full-Time Inclusive Schools. The Project will
support the meeting with the media, opinion makers,
academics and NGOs. In addition, as per request by USAID,
a proposal was drafted for an exchange with an intersectorial
group in Washington to find sustainability for Full-Time
Inclusive Schools.
8.4 Consultant to research
international experiences on
education alternatives to
broaden coverage in lower
secondary school.
Re-scheduled for next year.
A dialogue started with the managers of the Permanent
Education for Youth and Adults office regarding the
possibility of a study of the cost of expanding coverage.
31
8.5 Hold events with the MINED to
discuss practical responses to
implementation in the schools
(Departmental pedagogical meetings
and forums, video, conversations)
Participation of pedagogical meetings
in Nejapa and participation in
mathematics teacher circles.
On going
R1B. Strengthen the program for safe environments for learning in order to reduce school violence in 750 schools in high risk
municipalities
1. Coordinate with MOE to
define and implement a strategic plan to promote
safe environments
1.1 Meet with MOE to define
approach, strategy, methodology,
and instruments to promote safe
environments, and a coexistence
plan
The Project met with the National
Directorship for Education, the
Citizen Comprehensive
Management Office, and it
participated at the inter-institutional
roundtable for violence prevention
in schools.
The Project will continue attending coordination meetings and
participating on the roundtable.
1.2 Identify and contact local
organizations in coordination with
USAID programs to prepare the
joint plan
The Project met with the
implementers of the USAID project
for crime prevention to coordinate
actions. In June, a joint visit was
made to Santa Ana to meet with the
mayor.
Meetings continue to define
municipalities for Phase Two.
The Project will continue coordination in order to carry out
actions, and for the selection of municipalities to work in next
year.
32
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
2. Participative self-
assessment and
coexistence plan
2.1 Self-assessment of pedagogy
and of violence
Ibid. 3.4
The Project began to define the strategy
for safe and pedagogical environments
that includes this process.
Ibid. 3.4
This process will commence with entry into the schools, and
in the context of the training process that starts in
September.
2.2 Preparation of a coexistence plan
coordinated with the pedagogical
proposal for each school, network,
and Integrated System.
Re-scheduled.
Work on coexistence will start the third and fourth quarters,
in the context of the formal training processes in the
municipalities of Zaragoza, Sonsonate, Santa Ana and
Soyapango.
2.3 Meet with principals & faculty
from the Full-Time Inclusive
Schools Integrated System and the
departmental teams in order to
analyze the results from the self-
assessments
This activity will take place in the municipalities where the
Integrated Systems are operating.
3. Implement the
coexistence plan along
the lines of "Sueño
Posible"
3.1 Start implementing the
coexistence plan in coordination
with the Departmental Directorships
and support of the School and
Community Advisory Councils,
monitors and volunteers.
Ibid. with Act. 2
3.2 Deliver educational materials for
violence prevention, according to the
needs at the public schools.
Re-scheduled. Prepare a draft strategy for material delivery.
3.3 Promote alternative youth
organizations (student-youth
movements, youth networks, etc.)
Prepare a strategy proposal.
33
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
3.4 Technical, artistic, and sports
assistance to generate capacities in the
youth, parents, and community
volunteers (future monitors): In 2 pilot
municipalities
Re-scheduled.
FUSALMO will be included in this activity in the sports
component. FUSALMO will start the hiring process for sports
monitors.
EDYTRA will provide technical art assistance for public
schools in 4 municipalities.
4. Create an inter-
institutional support and
technical assistance
group to generate safe
environments
4.1 Visit by a FHI 360 international
expert to design curriculum for youth
development
Prepare TOR and select the Consultant.
4.2 Visit by an AIS international
expert in youth participation,
monitoring, analysis, and formation of
technical team and multipliers, and
enrich the proposed curriculum for
youth leaders and educators
This activity as modified in order to bring on a national expert
to work alongside the FHI360 international expert preparing
the proposal for curricular design development.
4.3 Present and validate the strategy
presented by the international
consultant to the MOE
5. Design and
implement a strategy to
develop materials on
violence prevention for
groups of leaders
5.1 Hire a specialist to work with a
group of trained teachers and prepare a
dossier of materials, and didactic and
training guides on violence prevention
Second year
34
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
5.2. Develop, validate, and print the guides and materials on culture of peace and coexistence, linked to the curriculum, utilizing the educational portal
Second year.
6. Strengthen groups of parent-leaders
6.1 In coordination with the Departmental Directorships, review the experiences and materials to train parents, and consolidate leader groups in coexistence and a culture of peace
Completion of 12 days of comprehensive training (8 hours initial, 40 total) providing support material.
7. Capacity building in other local organizations that might provide support for educational activities and violence prevention efforts
7.1 Prepare, analyze, and validate the strategy for local capacity building in synergy with the public school, and in coordination with the Departmental Directorships for Education
This activity has been re-defined, to construct and strengthen the inter-institutional support network defined in item 4
The Project will define a proposal for capacity building. 7.2 Contact with local organizations, and creation of a local support network
7.3 Prepare a plan for inclusion and capacity building
8. Promote partnerships with the private sector and other
organizations in order to
bring complementary
resources to the activities in
Full-Time Inclusive Schools
8.1 Hire and expert in public-private
partnerships An expert in partnerships will be engaged
35
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
8.2 Private sector participation will be promoted to support programs and activities using the leveraging system.
A strategy needs to be defined.
8.3 Coordinate efforts and funding with international donors and organizations
To be carried out according to the strategy
8.4 Design a strategy of alliances to secure complementary resources for the 750 public schools
Definition and validation of the strategy.
9. Preparation of technical documents
regarding Bullying and Conflict Resolution.
A consultant was hired to prepare technical documents regarding Bullying and Conflict Resolution. Delivery of first draft technical document regarding Conflict Resolution.
R1C. Incentives and scholarships 40% of the 100,000 students
1. Design a program of incentives and scholarships
1.1. Identify successful experiences. Define scholarship and incentive strategies. Validate with MOE.
Re-scheduled The strategy to design this activity must be defined.
1.2 Design a sponsorship strategy. Re-scheduled
36
R1D. Develop a monitoring system for program activities
1. Create a unit for research, monitoring and evaluation
1.1. Formation of the monitoring & evaluation unit, and definition of the system for monitoring program activities.
The second draft of the plan was delivered to USAID in June.
Another professional will be hired to support the unit. The revised monitoring plan will be presented to USAID.
2.Operationalize the monitoring system
2.1 Define indicators and baseline of the project products in coordination with MOE. Define strategies to coordinate monitoring and evaluation.
The indicators were defined in the monitoring and evaluation plan. The Project is participating along with other cooperating agencies at the National Roundtable for Coordinating the Monitoring and Evaluation of the Full-Time Inclusive Schools, led by MOE.
The Project has in its possession the database of the 165 schools, with their geo-reference codes and educational data through 2011.
A diagnosis was almost finish (80% of progress) regarding education issues in 8 municipalities.
850 interviews have taken place in 165 schools and processing has begun.
It has a (draft) Project Monitoring Plan, and is in the process to be approved.
Data, validation and socialization analysis.
2.2 Design and operationalization of the database
Proposal for the design of the monitoring and evaluation information system validated with FEDISAL.
Internal discussion about information requirements for the Systems development.
2.3 Prepare an instrument to provide information/assess the situation of arts, sports, and coexistence at the public schools, and systematize a proposal for success indicators.
Re-scheduled for next year.
37
OBJECTIVE 2: Increase the access to educational opportunities for out-of-school youth
R2A. Provide assistance to at least 30% of the youth outside the public school system in the selected municipalities, so that they return to school, or obtain their lower secondary school diploma
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
1. Develop a capacity building program for professionals working with youth
1.1 Needs assessment for institutional strengthening at the technical level, and a technical strengthening plan for the Partner Network and MOE.
Re-schedule for the fourth quarter.
1.2 Develop technical training to strengthen the technical personnel of the Partner Network and MOE
Re-schedule for the fourth quarter.
1.3 International training on Active Schools, and Youth Accompaniment in Colombia (AIS) (Ibid. Objective 1, in item 3.6)
Re-schedule for next year.
1.4 In coordination with the Departmental Directorships, train teachers in flexible modes of education, and in active methodologies.
Re-scheduled. A meeting is to be held with the MOE to discuss the type of support of the project. The working strategy for this issue needs to be defined.
38
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER 2013 UPCOMING ACTIVITIES
2. Financial preparedness and Youth Entrepreneurial practices
2.1 International Consultant to produce a diagnostic study for curricular design in financial preparedness
Re-schedule for next year.
3. International experience exchanges to foster the development of opportunities for civic commitment and community participation in education
3.1 Work together with MOE central and departmental offices to validate the strategy for fostering the development of opportunities for civic commitment, and community participation in education
Re-scheduled for the fourth quarter
3.2 International training for a group of public school principals and MOE personnel on experiences in the U.S.A. working with lower secondary school youth, and those outside the school system.
Re-scheduled for December.
3.3 Multiplication activities to share what was learned during the international training in the municipalities in developing opportunities and youth participation in the community
Re-scheduled for next year.
39
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER
2013 UPCOMING ACTIVITIES
4. Refer youth back to school to finalize 9th grade
4.1 Coordinate with MOE to define a strategy and plans to bring in school-age youth (ages 12-14) for their formal return to school and complete 9th grade in the off hours or night school in their communities (individual monitoring)
Re-scheduled. Definition of the strategy
4.2 Identify and contact the adolescents who have recently dropped out of lower secondary school
Re-scheduled. The strategy will be incorporated
5. Referral of out-of-school youth to flexible modes of education
5.1 Meetings with MOE central and departmental offices to discuss and analyze strategies for providing education to out-of-school youth, and to identify sites for flexible modalities
This issue was dealt with in meetings with different levels of MOE
The Project will pursue coordination meetings.
5.2 Identify and contact over-age youth (ages 15 to 24) who dropped out over 2 years before, or have been out for longer periods from off-hours program or night school
The Project identified institutions on the Partner Network working with out-of-school youth who have flexible modalities. A strategy was defined to work with the institutions.
Activities started with 2 institutions. The number of institutions will expand.
5.3 Study the alternatives to increase coverage in flexible modalities Conversations have gotten underway with the Permanent
Education Management for Youth and Adults.
5.4 Care and educational opportunities for out-of-school youth in different training options
Re-scheduled. Work will start in July.
40
R2B. At least 30% of the out-of-school youth in the 25 selected municipalities have skills with approaches based on community and preparation for the job market
1. Planning & preparing the training proposal
1.1 Workshops to prepare the Annual Work Plan for Objective 2 with the main partners of the Partner Network, as approved by the MOE and USAID
The workshops were developed. A work plan was developed and approved by the MOE. Strategy developed and implemented this quarter.
1.2 Hire a consultant to conduct a participative process with personnel from MOE central, educators or people on the Partner Network to prepare an instrument for initial assessment, and create a road map for the youth, approaches, methodologies, and teaching material.
The proposed strategic guide and procedures manual were prepared and implemented in this quarter.
The strategic guide and manual will be fully implemented by next quarter
1.3 Hold participative workshops with educators, Partner Network staff, and MOE to prepare approaches and strategies for youth animators, and personalized accompaniment for youth
Re-scheduled for next year.
1.4 Consultant to investigate the local capacities for production and development in the municipalities and to define the labor readiness and/or technical courses that are relevant
Re-scheduled. The TOR to hire a consultant were prepared.
A consultant is to be hired to implement the research.
1.5 Design the plan for entrepreneurial training and technical assistance in developing business plans (Methodologies such as CEFE and others).
The Project has use of an entrepreneurship manual prepared by FUSALMO, which is adapted to the project.
Validate and implement the entrepreneurship manual.
1.6 Coordinate with other programs by International Agencies and cooperating entities (UNICEF, ILO)
Re-scheduled. Meetings have been held with UNICEF. The Project began coordination with the violence prevention project promoted by USAID.
The Project has a coordinating meeting scheduled with UNICEF to do joint work in the municipality of Sonsonate. The Project will meet with ILO.
41
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER
2013 UPCOMING ACTIVITIES
2. Promotion and call for youth
2.1 Define the promotional strategy and the call for youth, informing MOE central and departmental offices, and in support from the Municipality and local stakeholders.
The strategic guide includes some initial guidelines to promote it, and the call the institutions have used.
Further work will be done on the strategy and on deepening materials.
2.2 Implement strategies for promotion and comprehensive call for youth.
Re-scheduled. Depends on activity 2.1
3. Initial evaluation and construction of the road map for young people
3.1 Discussion and validation of the assessment process and road map with MOE central and departmental offices.
This activity will not take place.
3.2 Registration, initial interview of each youth, evaluation and preparation of youth’s road map
Re-scheduled. This activity is being carried out by each Network member.
4. Skills for Life and youth extension activities
4.1. Meetings with MOE central & departmental offices to coordinate accompaniment for program components i.e. skills for life, technical training, labor intermediation, entrepreneurship and analysis of process results
Meetings are to be held with departmental directorships with participation of departmental delegates from the Office for Permanent Education for Youth and Adults. .
4.2 Develop courses on skills for life, and other topics to support the program
Re-scheduled. This started in July
4.3 Organization and holding youth extension activities in art, culture, and sports
Re-scheduled. This starts in August
5. Technical training
5.1 Preparation of adequate programs for each implementing partner regarding employment readiness, and/or basic technical courses, and the development of said courses
Schedules and programs were prepared for at least two sites. 330 participants in a three training sites. 265 participants are in ongoing programs.
Ongoing scheduling and programming with other sites.
42
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER
2013 UPCOMING ACTIVITIES
5.2 Design and development of new training programs based on newly identified areas for training.
Re-scheduled for next year since it depends on municipal assessments.
6. Labor intermediation 6.1 Coordination with institutions working on labor intermediation to develop the process jointly.
The process starts in September.
7. Technical assistance for entrepreneurship and formulating business plans.
7.1 Identification of youth with entrepreneurial characteristics and interests to participate in entrepreneurial courses, and be provided technical assistance to formulate a business plan and monitoring
Re-scheduled for next year, as youth will be identified during their participation in the project’s courses.
R2C. Innovative education scholarship/incentive program providing scholarships for at least 30% of the out-of-school youth in 8 selected municipalities
1. Assessment of students that re-entered the school system in lower secondary, or who are participating in a professional training course
1.1 Meet with MOE to discuss strategies to implement scholarships or incentives
Re-scheduled. Prepare a proposal for the Objective 2 scholarship and incentive program, for USAID approval.
1.2 Assessment of socioeconomic conditions of students’ families to be used in selection process
Re-scheduled. Once USAID has approved the scholarship and incentive program.
2. Prepare scholarship regulations
2.1 Prepare regulations for scholarships and incentives. Also, prepare the monitoring strategy and results indicators
Re-scheduled. This is part of the proposal.
3. Design an IT system for management and
administration
3.1 Design a series of forms to input, formalize, monitor and produce reports
Re-scheduled. This is part of the proposal.
3.2 Design an IT system for management and financial administration of the scholarships and incentives
Re-scheduled. This is a component of the information system.
4. Define the mechanisms for delivering funds
4.1 Define mechanisms, according to prerequisites established in the scholarships regulations
Re-scheduled. This is part of the proposal.
43
ACTIVITY SUB ACTIVITIES STATUS AS OF
SEPTEMBER 2013 UPCOMING ACTIVITIES
5. Implementation and monitoring the scholarship program
5.1 Prepare and implement the monitoring strategy for the scholarships program (Professional Training Center)
This is part of the proposal.
6. Obtain additional resources
6.1 Obtain complementary contributions from the private sector
This is part of the private sector support strategy.
OBJECTIVE 3: Purchase and distribution of educational material in schools that were damaged by Hurricane Ida
1. Assess the situation at the public schools
1.1 Assess selected schools needs for educational material taking other aid initiatives into account in coordination with MOE
The Project met with the company that designed the 8 schools. They provided specifications for furniture. The Project held meetings and has had contact with the MINED to obtain lists of furniture and equipment, and the specifications.
The purchasing plan for the furniture and equipment ofr the schools will be prepared jointly with MOE to be submitted to USAID
2. Delivery of educational material
2.1 Design the training plan for the use and care of educational materials and implement it with parents.
2.2 Prepare plan for purchasing and distributing educational material
44
OBJETIVO 4: Rapid Response Fund (for schools facing natural disasters)
1. Prepare the Natural Disaster Emergency Response Plan for the schools
1.1. Hire a local consultant for a study on emergency response from MOE and the national and local governments
Re-scheduled. Prepare TOR and hire Consultant.
1.2. Training prior disaster
1.3. Prepare and validate the natural disaster emergency response plan for schools with support of consultant and in coordination with MOE
45
ACTIVITY SUB ACTIVITIES STATUS AS OF
SEPTEMBER 2013 UPCOMING ACTIVITIES
. Prepare and implement the Capacity Building Plan for FEDISAL and partners (training, experience sharing, etc.)
1.1 Assess and implement training, experience sharing, etc.
FHI360 has carried out capacity building activities
FEDISAL will prepare the capacity building plan to be submitted to USAID. FHI360’s OCA office will develop technical assistance for FEDISAL and will review the procedures manuals.
2. Apply and implement OCA on FEDISAL and local partners
2.1 Prepare and implement the Action Plan based on OCA recommendations as administered to local partners.
FEDISAL met with USAID on two occasions to analyze OCA results.
FEDISAL will prepare a strengthening plan based on OCA results.
3. Project Advisory Committee
3.1 Install, define functions, and schedule work meetings every 4 months.
Advisory Committee installed, and held one meeting
Meetings of the Advisory Committee continue.
4. Strengthen the partner work teams, and the planning
4.1 Workshops and meetings to strengthen work teams, coordination, and work plan implementation
The Project held meetings to define the work plan. The Operational Committee is installed. This committee coordinates technical actions. The Project has interviewed candidates to implement a work team-strengthening workshop.
It is expected that by late August 22, the work team-strengthening workshop can take place. The Operational Committee meetings continue.
46
ACTIVITY SUB ACTIVITIES STATUS AS OF SEPTEMBER
2013 UPCOMING ACTIVITIES
6. Recommendations for FEDISAL resulting from NUPAS
1. Plan for implementing actions
1.1 Prepare Plan and schedule action implementation
A draft plan has been prepared and submitted to USAID
1.2 Update the FEDISAL procedure manuals. Consultants are hired, as well as FHI360 assistance. Subject to USAID for approval.
The consultants are hired, and the revision of manuals has begun.
Some of the manuals have already been submitted to USAID for approval.
1.3 Training in use of the Manuals
FHI360 has trained partners on some of the procedures in the manuals that are necessary for project operations
Once the manuals are finished and approved, the consultants will train the institutions -
1. Administrative plan 1.1 Purchases defined Purchasing plan is being implemented
Purchasing plan is being implemented
2. Sub agreements with Partner Network members
2.1 The sub-agreements with the 6 partners need to be prepared, approved by USAID, and signed.
6 Sub agreements have been signed
47
ACTIVITY SUB ACTIVITIES STATUS AS OF
SEPTEMBER 2013 UPCOMING ACTIVITIES
2.2 Technical and administrative monitoring on sub-agreement implementation
Monitoring meetings and quarterly report Monitoring meetings and quarterly report
3. Recruitment and hiring of personnel
3.1 Analysis of positions. Hiring and selecting FEDISAL personnel and partners
The organizations are involved in the process of selecting and hiring. The final phase are in progress. The 95 of personnel are hired
The organizations will complete the process of hiring and will be fully staffed Recruitment and hiring of personnel will be 95% of progress by next quarter
4. Quarterly technical and financial reports
4.1 Gathering information and preparing quarterly reports to be submitted to USAID
The QR1 an QR2 are already submitted and approved
5. Communications Plan
5.1 Define and implement the project communications plan for internal and external communications, including bulletins and web page, to name a few.
The draft of the communications plan are in a validated phase
Communications plan is expecting to begin the next quarter.
10. MONITORING AND EVALUATION FOLLOW UP PLAN
The tables below explains achievement and progress of the quarter and year 2013 for indicators #9, #11, #22 and 24.
No. Indicator Disaggregation BaselineBaseline
year
Total Target
for ProjectQ4
Total
Target
FY 2013
Results
FY2013Achieve Progress
Total
Target FY
2014
Total
Target FY
2015
Total
Target FY
2016
Total
Target FY
2017
Total
Target FY
2018
9GR1.2 Number of teachers/educators/teaching assistants
who successfully completed in service training or received
intensive coaching or mentoring with USG support (PPR
indicator)
Total: Traines by new Group
of schools, Sex, area0 2012 2,085 382 330 429 130% 21% 1080 1830 1755 1005 255
11GR.1.4 Number of administrators and officials successfully
trained with USG support (PPR indicator)
Total:Groups of schools, Sex,
Training area0 2012 1,710 165 200 192 96% 11% 450 550 365 115 30
School Principals Total 750 138 165 165 100% 415 500 335 85 0
Woman (55%) 413 69 91 125 228 275 184 47 0
Men (45%) 338 69 74 140 187 225 151 38 0
Vice Principals 750 0 165 250 250 420 85 0
MoE
officials/departamentales,
central
Total 210 27 35 27 77% 35 50 30 30 30
Woman (55%) 116 15 19 15 19 28 17 17 17
Men (45%) 95 12 16 12 16 23 14 14 14
01_Pedagogy 0 2012 TBD TBD TBD TBD TBD TBD
02_Technology 0 2012 165 TBD 192 TBD TBD TBD TBD TBD
03-Conflict Management 0 2012 165 TBD 192 TBD TBD TBD TBD TBD
04-Administrative 0 2012 TBD TBD TBD TBD TBD TBD
(OB1) Component 1: Sustaining improved educational outcomes for lower secondary school students
EDUCATION FOR CHILDREN AND YOUTHProject Name:
Contract or Agreement Number:
Implementing Partner:
Date:
FEDISAL
09.13.2013
519-A-13-00001
49
No. Indicator Baseline Baseline yearTotal Target
for ProjectQ4
Total
Target FY
2013
Results
FY 2013Achieve
%
Progress
Total
Accumulate
d Previous
Year
Total
Target FY
2014
Total
Target FY
2015
Total
Target FY
2016
Total
Target FY
2017
Total
Target FY
2018
22R2A.1: Number of out of school youth
who return to formal schooling with
USG support
0 2012 23,150 60 99 60 61% 0% 2,216 9,260 6,945 4,630 0
Total 0 2012 1,157 0 116 463 347 231 0
Men (49%) 0 2012 567 0 57 227 170 113 0
Women (51%) 0 2012 590 0 59 236 177 118 0
Total 0 2012 15,048 60 99 60 61% 1405 6019 4514 3010 0
Men (49%) 0 2012 7,374 49 688 2949 2212 1475 0
Women (51%) 0 2012 7,674 51 717 3070 2302 1535 0
Total 0 2012 6,945 0 695 2778 2084 1389 0
Men (49%) 0 2012 3,403 0 340 1361 1021 681 0
Women (51%) 0 2012 3,542 0 354 1417 1063 708 0
Year :2013
Started: Returning to
formal schooling0 2012 99
Drop Out 0 2012
Graduated 0 2012
Santa Ana 22
Chalchuapa 12
Soyapango 36
24
R2B1 Number of out of school youth
engaged in community-based skills
training programs for local labor
markets
0 2012 23,150 265 300 330 110% 1% 1,916 9,260 6,945 2,315 2,315
Total Enrollment 0 2012 23,150 265 300 330 110% 1% 22,750 9,260 6,945 2,315 2,315
Drop Out 0 2012 10% 0 30 65 217% 192 926 695 232 232
Men (49%) 0 2012 11,344 70 147 95 939 4537 3403 1134 1134
Women (51%) 0 2012 11,807 195 177 235 1130 5463 4098 1366 1366
(OB2) Component 2: Increase access to educational opportunities for out of school youth
Total: Group of Municipality, Sex, age, drop out,
workreaddines area
Group 1:
Municipality
Follow up: 2013
Result 2B: At least 30% of out of school youth in 25 targeted municipalities engaged in community based skills training program for local labor markets
Result 2A: Assistance provided to at least 30% of out of school youth in the 25 targeted municipalities to return to formal schooling or to complete a lower secondary education diploma
Disaggregation
Total: Modality of formal schooling, sex, follow up
per year: drop out, graduated
In school/ Regular system
Non-school based
setting/Non traditional
schooling
Not completed
11. ANNEXES
Marina and Juan Vicente´s Agenda
July 2013
FECHA ACTIVIDADES PARTICIPANTES LUGAR/HORA
RIO
Lunes 8
Marina y Juan Vicente,
llegan a El Salvador
Reunión con Dirección y
Unidad técnica del proyecto
Antonieta Harwood
Alfonso Víquez
Marina
Juan Vicente
Unidad Técnica
Total: 6 personas
Oficina del
proyecto
Horario: por
definir
Martes 9
Continuar reunión con
Dirección y Unidad técnica
del proyecto
Antonieta Harwood
Alfonso Víquez
Marina, Juan Vicente,
Unidad Técnica
Total: 6 personas
Oficina de
Alfonso
Horario: 8:00 –
10:00
Reunión en USAID Carmen María
Antonieta
Marina
Juan Vicente
Total: 4 personas
Oficina de
USAID
Horario: 2:00 –
4:00
Miércoles 10
Reunión con componente
pedagógico de los SI EITP
del MOE
Sandra Patricia
Carmen María
Antonieta
Marina
Juan Vicente
Alfonso
Total: 6 personas
Lugar: MOE
Horario: 7:00 –
8:30
Reunión de reflexión con
personas clave de la red de
asocio y otras instituciones:
Red de asocio: FUNPRES,
FUSALMO, UDB,
UNIDAD TÉCNICA
Zulema Cabrera
Regina Flores Vda. De
Pérez
MOE: DNE, DA SIETIP
Alfonso Víquez
Marina, Juan Vicente
Delia de Ávila, Carlos
Cerna, Martha Eugenia
Cándido, Fabián Bruno,
Norelvi Mónico, Jerardo,
Zulema Cabrera, Regina
Flores, Antonieta,
Marielos y Cristina;
Cristabel y Sandra
Patricia; persona delegada
por la DNE (Gerencia de
Gestión Pedagógica)
Total: 17 personas
Oficina del
proyecto
Horario: 9:00 –
12:00
Jueves 11
Marina
Elaboración del documento
sobre la propuesta de
fortalecimiento pedagógico:
marco teórico, proceso (ruta)
estrategia de formación y
asistencia técnica
Marina
Unidad Técnica
Total: 3 personas
Oficina del
proyecto
Horario:
51
FECHA ACTIVIDADES PARTICIPANTES LUGAR/HORA
RIO
Juan Vicente
Visita y reunión con
docentes especialista en
matemáticas de centros
escolares de Soyapango y
Zaragoza
Juan Vicente
Unidad técnica
Escuelas por
definir
Horario: 8:00 –
3:00
Viernes 12
Marina
Reunión con MOE
Rolando Marín, Rafael
Guido, Carmen María,
Antonieta, Marina, Juan
Vicente, Alfonso
Lugar: por definir
Horario: 7:30 a.m.
-9:00 a.m.
Marina
Continúa elaborando
propuesta.
Juan Vicente
Marina
Oficina del
proyecto
Horario: 9:30 –
12:00 Juan Vicente
Reunión con Marina para
elaboración de la propuesta
de fortalecimiento
pedagógico
Diálogo sobre propuesta de
fortalecimiento pedagógico
Marina, Juan Vicente,
Antonieta y Alfonso
Total: 4 personas
Horario: 3:00 –
5:00
Sábado 13
Reunión con encargados de
elaboración de módulos de
formación en metodologías
activas.
Universidad Don Bosco (2
personas)
Marina
Juan Vicente
Alfonso
Total: 4 personas
Oficinas de UDB
Horario: 8:00-
12:00
Lunes 15
Marina
Continúa con asistencia
técnica a UDB para
elaboración de módulos en
metodologías activas
Universidad Don Bosco (2
personas)
Marina
Cristina
Total: 3 personas
Oficina del
proyecto
Horario: 8:00 –
4:00
Juan Vicente
Taller: Cómo enseñar
matemáticas por
competencias y con
metodologías activas en 3º
ciclo.
Mapa de competencias
sobre lo que debe saber y
saber hacer en cada grado
de tercer ciclo.
Equipo técnico
pedagógico FUSALMO
Y UDB: 4
Docentes de matemática
de 3º
4 municipios: 8
2 Pilotos: 7
Soyapango y Santa Ana:
8
Técnicos DDE: 4
Total: 35 participantes
Lugar: por definir
Horario: 8:00 a.m.
– 7:00 p.m.
Martes 16
Miércoles 17
Juan Vicente
Taller: Cómo elaborar y
usar guías de aprendizaje en
matemáticas, desde la
metodología activa, para
estudiantes del tercer ciclo.
Martes 16
Marina MOE
Rolando Marín
MOE
52
FECHA ACTIVIDADES PARTICIPANTES LUGAR/HORA
RIO
Reunión con el MOE para
dialogar la propuesta de
fortalecimiento pedagógico
Sandra Patricia
Rafael Guido
Renzo Valencia
-Proyecto
Antonieta Harwood
Alfonso Víquez
Carmen María H.
Marina
Horario: 8:00 –
12:00
Reunión en USAID Carmen María
Antonieta
Marina
Juan Vicente
Oficina del
proyecto
Horario: 2:00 –
4:00
Miércoles 17 Viaja Marina
Jueves 18
Juan Vicente
Reunión con Unidad
Técnica del Proyecto
Antonieta Harwood
Juan Vicente
Unidad Técnica
Total: 5 personas
Oficina del
proyecto Horario:
8:00 – 12:00
Viernes 19
Tentativo:
Reunión con Prof. de la
Cooperación Italiana
Juan Vicente Pendiente definir
Sábado 20 Viaja Juan Vicente
August 2013
FECHA OBJETIVO ACTIVIDADES PARTICIPANTES LUGAR/HORARIO
Primera semana del 27 al 30 de agosto
Martes 27
Marina y Juan Vicente, llegan a
El Salvador
Establecer alcances y estrategias de la
asistencia técnica
Revisar actividades programadas
Reunión con Dirección y Unidad
técnica del proyecto.
Antonieta Harwood
Alfonso Víquez
Marina
Unidad Técnica
Oficina FEDISAL
Horario: 2:30 pm.
Miércoles 28
Definir pasos y rutas de trabajo de los 7
elementos claves de la estrategia
pedagógica.
Informe de avance de las actividades en
relación a la estrategia con las
instituciones: Plan formativo
Reunión con gerencia técnica del
proyecto.
Alfonso Víquez
Marina, Unidad
Técnica
Oficina FEDISAL
Horario: 8:00 – 12:00
md
Revisar objetivos del proyecto en el tema
pedagógico.
Reunión en USAID Carmen María
Antonieta
Marina
Oficina de USAID
Horario: 2:00 – 4:00
pm.
Jueves 29
Reunión con equipo de FUSALMO que
está en campo.
Reunión en FUSALMO Alfonso Víquez
Marina, Unidad
Técnica
Equipo de
FUSALMO
Oficina FUSALMO
Horario: 8:00 – 12:00
md.
Preparación de materiales para el segundo
taller de matemáticas.
Reunión con gerencia técnica del
proyecto.
Marina,
Unidad Técnica
Oficina FEDISAL
Horario: 2:00 – 4:00
pm.
Viernes 30
Capacitación al equipo de FUSALMO en el
acompañamiento de los círculos docentes,
práctica pedagógica y metodologías
activas.
Capacitación al equipo técnico de
FUSALMO.
Alfonso Víquez
Marina,
Unidad Técnica
Equipo de
FUSALMO
Oficina FUSALMO
Horario: 8:00 – 4:00
pm.
Sábado 31 Entrevista con las especialistas de lenguaje
y ciencias. Previamente seleccionados.
Reunión con gerencia técnica del
proyecto.
Alfonso Víquez
Marina,
Oficina FEDISAL
8.00 am-10:00 am.
54
FECHA OBJETIVO ACTIVIDADES PARTICIPANTES LUGAR/HORARIO
Revisión del módulo 1 de metodologías
activas con UDB.
Reunión con gerencia técnica del
proyecto.
Unidad Técnica
Especialista en
lenguaje y ciencias.
Oficina FEDISAL
10.00 am-2:00 pm.
Segunda semana del 2 al 6 de septiembre
Domingo 1 de Septiembre - Llegada de Juan Vicente
Lunes 2
Reunión docente de matemáticas de
Sonsonate.
Reunión con docentes
Alfonso Víquez
Marina
Juan Vicente
Unidad Técnica
Marta Eugenia
Cándido
Sonsonate
8: 00 am-12:00 md
Socializar informe de avance del trabajo
realizado con las guías de aprendizaje.
Socializar plan de fortalecimiento sobre
metodologías y herramientas para el
aprendizaje de las matemáticas
Socialización de agenda de trabajo y
materiales de apoyo para el segundo taller
de matemática.
Reunión de trabajo
FEDISAL
2:00-4: pm.
Martes 3
Visitas a centros escolares (Al menos dos
círculos de docentes).
Visitas a Direcciones Departamentales (al
menos dos oficinas).
Visitas de campo
Marina
Unidad Técnica
Por definir
Socialización de agenda de trabajo y
materiales de apoyo para el segundo taller
de matemática.
Reunión de trabajo Juan Vicente
FUSALMO
Don Bosco
FEDISAL
8: 00 am-12:00 md
2:00-4: pm.
55
FECHA OBJETIVO ACTIVIDADES PARTICIPANTES LUGAR/HORARIO
Coordinar con FUSALMO, equipo de
tecnología para el tema de las Redes de
Docentes e Innovaciones.
Coordinar con UDB para las innovaciones
por especialidad.
Miércoles 4
Visitas a centros escolares (Al menos dos
círculos de docentes).
Visitas a Direcciones Departamentales (al
menos dos oficinas).
Al menos una reunión con docentes de
matemáticas ( Santa Ana)
Visitas de campo Marina
Juan Vicente
Unidad Técnica
Por definir
Jueves 5
Taller equipo pequeño de técnicos sobre
competencias matemáticas.
Reunión de trabajo Marina
Juan Vicente
Sandra Patricia
Vilma Soriano
Norelvi Mónico
Unidad Técnica
Profesor invitado
Zulema de Fuentes
Oficina FEDISAL
Horario: 8:00 – 12:00
md
Sistematizar resultados del taller y
próximos pasos a seguir.
Reunión de trabajo Marina
Juan Vicente
Unidad técnica
Oficina FEDISAL
Horario:2:00 – 4:00
pm
Viernes 6
Coordinar con UDB para los avances de los
módulos de metodologías y de
innovaciones.
Reunión de trabajo Marina
Juan Vicente
Unidad técnica
Oficina FEDISAL
Horario: 8:00 – 12:00
md
Visita a Dirección Departamental de
Educación.
Reunión de trabajo
Marina
Juan Vicente
Unidad Técnica
Por definir
2:00-4:00 pm
56
FECHA OBJETIVO ACTIVIDADES PARTICIPANTES LUGAR/HORARIO
Sábado 7
Sistematizar los resultados de la asistencia
Reunión de trabajo
Marina
Juan Vicente
Unidad Técnica
Oficina FEDISAL
Horario: 8:00 – 12:00
md
Tercera semana del 9 al 13 de septiembre
Lunes 9
Visita a una sede de formación Diplomado
de Educación Inclusiva.
Visitas a algunos docentes formados en el
taller de matemáticas.
Visitas de campo
Marina
Juan Vicente
Unidad técnica
8:00-4:00 pm
Por definir
Por definir
Martes 10
Reunión FUNPRES
Reunión con FUNPRES para
conversatorio en línea de la
siguiente pregunta: ¿cómo se
relaciona las metodologías activas
con las prácticas inclusivas y la
atención a las NEE? Llegar a
algunas conclusiones estratégicas
en torno al proyecto.
Marina
Alfonso Víquez
Unidad técnica
Personal de
FUNPRES
Oficina FEDISAL
Horario: 8:00 – 12:00
md
Preparación y organización del taller de
matemática.
Reunión de trabajo Marina
Juan Vicente
Unidad técnica
Oficina FEDISAL
Horario: 2:00 –4:00
pm
Miércoles 11
Desarrollo del segundo taller de
matemáticas.
Taller Antonieta Harwood
Alfonso Víquez
Marina
Hotel por definir
57
FECHA OBJETIVO ACTIVIDADES PARTICIPANTES LUGAR/HORARIO
Juan Vicente
Unidad Técnica
Docentes de
matemáticas.
Asistentes técnicos
Instituciones de la
Red de Asocio.
Jueves 12
Desarrollo del segundo taller de
matemáticas.
Taller Antonieta Harwood
Alfonso Víquez
Marina
Juan Vicente
Unidad Técnica
Docentes de
matemáticas.
Asistentes técnicos
Instituciones de la
Red de Asocio.
Hotel por definir
Viernes 13
Desarrollo del segundo taller de
matemáticas.
Taller
Antonieta Harwood
Alfonso Víquez
Marina
Juan Vicente
Unidad Técnica
Docentes de
matemáticas.
Asistentes técnicos
Instituciones de la
Red de Asocio.
Hotel por definir
Sábado 14 Preparación de informe final Juan Vicente
Domingo 15 Viaje de Juan Vicente
Semana del 16 al 20 de septiembre
Lunes 16
Reunión Gerencia Técnica
Reunión con equipo técnico para
socializar los resultados de la
asistencia técnica y los próximos
pasos.
Marina
Alfonso Víquez
Unidad técnica
Oficina FEDISAL
Horario: 2:00 – 4:00
pm.
58
FECHA OBJETIVO ACTIVIDADES PARTICIPANTES LUGAR/HORARIO
Martes 17
Inducción a especialistas
Taller inducción a los
especialistas en Lenguaje y
Ciencias para liderar el trabajo de
los docentes en la construcción de
los recursos escritos.
Marina
Alfonso Víquez
Unidad técnica
Oficina FEDISAL
Horario: 8:00 – 12:00
md.
Reunión UDB Reunión de trabajo para conocer
avance de los módulos de
innovaciones.
Marina
Alfonso Víquez
Unidad técnica
Personal de UDB
Oficina FEDISAL
Horario: 2:00 – 4:00
pm.
Miércoles 18
Reunión MOE
Reunión MOE: Ing. Rolando
Marín, Sandra Patricia, Sandra
Alas, Gladis, Renzo y otros. Con
el fin de compartir avances del
primer y segundo taller de
matemática y de las estrategias
pedagógicas: elaboración de
módulo de metodologías activas
Marina
Antonieta Harwood
Alfonso Víquez
Por definir
Jueves 19
Sistematización de resultados
Reunión de trabajo para la
sistematización de los informes de
la asistencia técnica.
Marina
Alfonso Víquez
Unidad técnica
Oficina FEDISAL
Horario: 8:00 – 4:00
pm.
Viernes 20 Viaje de Marina
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