EDUCATION FOR CHILDREN AND YOUTH PROJECT

EDUCATION FOR CHILDREN AND YOUTH

PROJECT

Cooperative Agreement No. 519-A-13-00001

QUARTERLY REPORT No. 3 July – September 2013

October 2013

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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.

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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.

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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

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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..

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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

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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.

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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.

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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

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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


Sub total 102 39 141

Students


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

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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

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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.

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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

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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.




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.





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


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


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


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


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


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


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


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


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


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


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


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


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.


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


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


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


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


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



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



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


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


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



. 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



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



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


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


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


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.


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.


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.


proyecto.

Alfonso Víquez

Marina,

Oficina FEDISAL

8.00 am-10:00 am.

54


Revisión del módulo 1 de metodologías

activas con UDB.


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


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.


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.


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


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.


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


Juan Vicente

Unidad Técnica

Docentes de

matemáticas.

Asistentes técnicos

Instituciones de la

Red de Asocio.

Jueves 12


matemáticas.

Taller Antonieta Harwood

Alfonso Víquez

Marina

Juan Vicente

Unidad Técnica

Docentes de

matemáticas.


Instituciones de la

Red de Asocio.

Hotel por definir

Viernes 13


matemáticas.

Taller

Antonieta Harwood

Alfonso Víquez

Marina

Juan Vicente

Unidad Técnica

Docentes de

matemáticas.


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


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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