USAID EDUCATION DATA ACTIVITY TRANSITION STRATEGY
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SOURCE: USAID EDUCATION DATA ACTIVTY, ASSESSOR TRAINING IN LUSAKA, OCTOBER 2018 USAID EDUCATION DATA ACTIVITY TRANSITION STRATEGY CONTRACT NUMBER: 72061118C00005 UNDER IDIQ AID-QAA-1-14-00057-ABE ACR Final Submission: September 18, 2019 DISCLAIMER This report is made possible by the support of the American People through the United States Agency for International Development (USAID). The contents of this manual are the sole responsibility of DevTech and do not necessarily reflect the views of USAID or the United States Government.
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USAID EDUCATION DATA ACTIVITY
Transition Strategy
Submitted to:
USAID/Zambia
Submitted by:
DevTech Systems, Inc.
IDIQ AID-OAA-I-14-00057-ABE ACR
Contract 72061118C00005
DISCLAIMER
This report is made possible by the support of the American People through the United States Agency for International Development (USAID).
The contents of this manual are the sole responsibility of DevTech and do not necessarily reflect the views of USAID or the United States
Government.CONTENTS Acronyms ii Executive Summary 1 Background 2 Report Purpose 2 Transition Strategy of the Education Data Activity 2 Limitations 5 Step 1: Resource Requirements to Conduct Large-Scale EGRAs 5 Step 2: Assess the Current Capacity of ECZ to Conduct Large-Scale EGRAs 7 ECZ Experience in Conducting EGRAs 8 Human Resources 8 Infrastructure and Equipment 12 Financial Resources 12 Step 3: Agree upon Roles and Responsibilities 13 Roles and Responsibilities at Baseline EGRA in 2018 13 Roles and Responsibilities for Midline EGRA in 2020 14 Step 4: Securing Commitment 18 Step 5: Targeted Skills Training for ECZ 18 Step 6: Establish a Working Group 20 Conclusions 20 Recommendations/Way Foward 21 Annexes 22 Annex 1: Budget for ECZ to conduct large-scale EGRA (Estimated) 22 Annex 2: Online Survey Tool 25 Annex 3: Key Informant Interview Tool 28 Annex 4: Human resources and equipment required to conduct large-scale EGRA in Zambia, and current status at ECZ 32 i | USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY USAID.GOV
ACRONYMS CDC Curriculum Development Centre CTT Classical Test Theory DFID UK Department for International Development ECZ Examinations Council of Zambia EGMA Early Grade Math Assessment EGRA Early Grade Reading Assessment GRZ Government of the Republic of Zambia INESOR Institute of Economic and Social Research IRR Inter-Rater Reliability IRT Item Response Theory IT Information Technology KII Key Informant Interviews LoI Languages of Instruction MoGE Ministry of General Education MoU Memorandum of Understanding NTC National Technical Committee PISA-D Programme for International Students Assessment for Development PTA Parent-Teacher Association QCO Quality Control Officer RTI RTI International SSME Snapshot of School Management Effectiveness STTA Short-Term Technical Assistance USAID United States Agency for International Development ZDC Zambia Data Centre USAID.GOV USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY | ii
EXECUTIVE SUMMARY The United States Agency for International Development’s (USAID) Education Data activity began implementation in April 2018, with the objective to provide education assessment, data management, and research and evaluation services in support of the USAID Let’s Read Project targeting the Eastern, Muchinga, North-Western, Western, and Southern Provinces. The Education Data activity is funded by USAID/Zambia and will end by October 2021. In support of the USAID Let’s Read Project, the Education Data activity is tasked to complete two large- scale1 Early Grade Reading Assessments (EGRAs)—a baseline in 2018 and a midline in 2020—to assess the reading skills of Grade 2 learners. The Education Data activity is also tasked to strengthen the capacity of the Examinations Council of Zambia (ECZ) and the Ministry of General Education (MoGE) to independently conduct large-scale EGRAs to inform policy-level decisions with the purpose of improving learning outcomes in Zambia. To complete these objectives, the Education Data activity has developed a Transition Strategy that builds on ECZ’s experience in conducting EGRAs and other national-level assessments and, to strengthen ECZ’s capacity using an inclusive and gradual approach. The Transition Strategy is informed by qualitative data collected by the Education Data activity from key informants at ECZ through both online surveys and in-depth interviews in December 2018, as well as ongoing discussions with ECZ and USAID. The Transition Strategy involves a six step sequence: (1) establishing the requirements for conducting a large-scale EGRA; (2) assessing ECZ skills, tools, and resources to conduct large-scale EGRAs to identify skills training needs and resource gaps; (3) agreeing upon ECZ roles and responsibilities for midline (2020); (4) entering into a Memorandum of Understanding (MoU) that expresses the intention of collaboration between ECZ and the Education Data activity to conduct the midline EGRA and achieve transition; (5) providing hands-on trainings to ECZ on agreed-upon topics related to several EGRA-related tasks; and (6) forming an EGRA technical working group with ECZ to facilitate coordination and collaboration to complete the midline at 2020. Through these six steps, the Education Data activity envisions achieving both a collaborative and informed transition of approximately 50 percent of the EGRA tasks to ECZ in 2020 and ECZ independently conducting EGRAs in the future. Given that successful transitions take time and ongoing communication among all the stakeholders involved, the Education Data activity expects this Transition Strategy to be a living document, to be adjusted as appropriate to suit both country needs and any policy changes. 1 ECZ defines a large-scale EGRA as one that covers all of the GRZ-designated languages of instruction, where the sample is representative and sufficient to provide accurate and precise results. 1 | USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY USAID.GOV
BACKGROUND The USAID Education Data activity’s primary purpose is to provide education assessment, data management, and research and evaluation services as aligned with USAID’s Let’s Read Project. It also aims to strengthen the capacity of the Examination Council of Zambia (ECZ) and the Ministry of General Education (MoGE) to track and collect data, including EGRAs, to improve learning outcomes in Zambia. The Education Data activity began in April 2018 and will end by October 2021. A major task under the Education Data activity includes conducting two large-scale Early Grade Reading Assessments (EGRAs)—a baseline in 2018 and a midline in 2020—in the Eastern, Muchinga, North- Western, Western, and Southern Provinces, which are targeted by the Let’s Read Project. The Education Data activity will closely collaborate with ECZ in conducting the EGRAs. Another task for the Education Data activity involves strengthening ECZ’s capacity to independently conduct large-scale EGRAs in the future. There is no standard definition of a large-scale assessment including EGRA. But, ECZ describes a large- scale EGRA as one that covers all the GRZ-designated languages of instruction. In the past, ECZ administered EGRAs using a sample of 480 schools, representing five percent of all primary schools in Zambia. ECZ believes that if the sample is representative and sufficient for accuracy and precision, then it can be classified as a large-scale EGRA. Building on ECZ’s definition and to ensure disaggregation of reliable results at the district level and other characteristics, the Education Data activity defines a large-scale EGRA as an assessment that includes a sample that covers up to 20 percent of the total number of government- run public or community schools in a study area, is conducted in all seven Languages of Instruction (LoI) in Zambia, and covers up to 20 Grade 2 boys and girls in each sampled school. The sampled schools should be representative of school type (government-run public schools or community-run primary schools), LoI, and relevant geographic areas such as provinces and districts, and rural or urban locations. Other characteristics for defining the sample could also include socioeconomic status and age of the learners, among others. REPORT PURPOSE In this report, the Education Data activity discusses a transition strategy to guide collaboration with ECZ to conduct the two EGRAs and to facilitate transitioning large-scale EGRA implementation to ECZ by 2020. The Education Data activity’s transition strategy involves building upon ECZ’s resources and extensive past experience in conducting EGRAs and other national assessments; providing targeted skills- building workshops for ECZ in 2019; and transitioning approximately 50 percent of EGRA-related tasks to ECZ at midline in 2020. The Education Data activity envisions that the close collaboration with ECZ at baseline and midline and targeted skills development will help to fully transition EGRA tasks to ECZ by the end of the contract such that ECZ could independently conduct large-scale EGRAs in the future. TRANSITION STRATEGY OF THE EDUCATION DATA ACTIVITY To transition EGRA implementation to ECZ by the end of the contract, the Education Data activity will use an inclusive and gradual approach. To that end, it is important that there be close alignment of the objectives of ECZ and the Education Data activity in terms of strengthening ECZ’s capacity to carry out the various tasks needed to effectively and efficiently conduct large-scale EGRAs (see Box 1). ECZ’s experience carrying out EGRAs will serve as the foundational pillar to implement the transition strategy. USAID.GOV USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY | 2
The Education Data activity will build on ECZ’s EGRA experience to carry out the baseline in 2018,
strengthen ECZ’s skills in areas identified by ECZ in 2019 through targeted trainings, and transition
approximately 50 percent of the EGRA-related tasks at midline in 2020 so that ECZ can independently
administer EGRAs in future. The strategy presented below is developed based on close consultations with
ECZ, a literature review of effective EGRA practices as outlined in the USAID-supported EGRA Toolkit
2.0 and several EGRAs conducted in Africa.
The Strategy consists of six steps that sequentially
BOX 1: EXAMINATION COUNCIL OF build on each other to achieve transition. As depicted
ZAMBIA (ECZ) in Figure 1, the six steps include: (1) establishing the
skills and resources required to conduct large-scale
Through an act of parliament, number 15, EGRAs; (2) assessing ECZ current skills and
the Government of the Republic of Zambia resources in relation to the requirements to conduct
(GRZ) formed the ECZ in 1983. ECZ large-scale EGRAs; (3) agreeing on the roles and
operates as a semi-autonomous or responsibilities between ECZ and the Education Data
parastatal body, with a mandate to conduct activity for implementing the EGRAs; (4) entering
examinations and national assessments. It into a Memorandum of Understanding (MoU) to
receives policy direction from the MoGE. agree upon the collaboration between ECZ and the
The vision of ECZ is to be an examining Education Data activity to achieve transition; (5)
body of excellence with a mission to carrying out targeted skills training of ECZ staff to
efficiently conduct assessments and award build the human resource capacity and prepare ECZ
certificates of comparable international to lead approximately 50 percent of EGRA tasks at
standards. This is achieved through a midline in 2020; and (6) forming an EGRA technical
competent and motivated workforce that working group to facilitate coordination and
uses appropriate information and collaboration between ECZ and the Education Data
communication technology. Objectives 3 activity to implement the EGRA at midline in 2020.
and 4 of ECZ’s Strategic Plan 2016–2021, Figure 1 also depicts the scaffolded relationships
include enhancing the institutional capacity between each step envisioned by the Education Data
of ECZ and its staff and strengthening the activity to ensure that each step of the transition is
education- and examination-related research both collaborative, with input from the various
development and use of information. stakeholders involved, and informed by the results of
the previous step.
3 | USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY USAID.GOVFIGURE 1: EDUCATION DATA ACTIVITY’S SIX STEPS TO ACHIEVE TRANSITION
Step 1: Establish resource requirements to conduct large-scale EGRAs. To
determine how and what tasks could be transitioned to ECZ in 2020, the Education Data
activity and ECZ need to define and agree upon the human resources, facilities, and
Establish resource equipment required for ECZ to successfully implement large-scale EGRAs in Zambia.
requirements Requirements are informed by the USAID EGRA Toolkit 2.0 and past experiences conducting
EGRAs in Zambia and Africa.
Step 2: Assess ECZ capacity. To determine the specific EGRA tasks that could be
performed in 2020 by ECZ at its current capacity and to identify gaps given the EGRA
requirements, the Education Data activity assessed ECZ’s current skills, organizational
Assess ECZ capacity
structures, and resources in relation to each of the EGRA tasks. Data from a short online
survey and key informant interviews (KIIs) with ECZ staff informs this step.
Step 3: Agree on roles at midline. Based on the identification of gaps at ECZ as well
as prior discussions with the MoGE and ECZ and experience implementing EGRAs, the
Agree on roles and specific EGRA tasks and the associated responsibilities that ECZ could lead at midline are
responsibilities discussed and agreed upon.
Step 4: Ensure commitment. To ensure commitment and to guide coordination and
collaboration between ECZ and the Education Data activity to achieve transition, a
Ensure commitment Memorandum of Understanding (MoU) between Education Data activity, the MoGE, and
to collaborate ECZ will be signed. The MoU is informed by results from the above steps.
Step 5: Build ECZ skills. With the gaps identified, roles and responsibilities at midline
agreed upon, and commitment made for a successful transition, the Education Data
Conduct training activity, in consultation with ECZ, will design and conduct ECZ trainings to strengthen
to build ECZ skills skills in areas aligning with the EGRA tasks expected to be led by ECZ at midline. This
step is informed by results from previous steps and in-depth discussions with ECZ
leadership.
Form a technical Step 6: Form working group. ECZ and the Education Data activity will form an EGRA
working group technical working group that will meet regularly to plan for the midline assessment, check
on progress made, and help facilitate the transition of resources, including software site
licenses and the Myna application, to ECZ staff.
The Education Data activity initiated Step 1 in July 2018 and has progressed to Step 3 by July 2019. The
findings from these three steps are discussed below. The remaining three steps are planned to be
implemented between August 2019 to August 2020. The Education Data activity expects this transition
strategy to be a living document amenable to reasonable revisions, since successful transitions take time
and the strategy may require some adaptations to suit any emerging policy changes and the needs of
USAID and ECZ.
CROSS-CUTTING ISSUES. Gender equality and environmental compliance are integrated into the
transition strategy. In all tasks, gender equality is integrated by using equal opportunity policies and
practices such as inclusion of personnel from both sexes in planning and implementing all EGRA tasks and
reporting sex-disaggregated EGRA results in order to identify gender gaps. Environmental compliance is
considered by adopting protocols to ensure that all activities comply with environmental regulations. The
Education Data activity regularly collaborates and communicates with MoGE and ECZ using mechanisms
that do not negatively impact the environment. In addition, the Education Data activity disseminates
information efficiently at various events and activities with minimal impacts on the environment. Some of
these measures include use of (i) recyclable materials, (ii) electronic communication mechanisms to reduce
USAID.GOV USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY | 4the use of paper and print ink, and (iii) electronic tablets for data collection to reduce the use of paper- based assessments. In addition, electronic tablets also help to minimize data entry errors. Electronic wastes that occur as a result of Education Data activities are disposed of in a responsible way. LIMITATIONS The purpose of the ECZ capacity assessment carried out in Step 2 was to obtain essential details from ECZ to identify organizational structures, resources, and areas for collaboration with ECZ, as well as to inform discussions on skills-building activities to be carried out by the Education Data activity with ECZ. Therefore, this assessment is not intended to be a full institutional capacity assessment of ECZ. The online survey that was administered to ECZ staff in Step 2 targeted a wide range of personnel at various positions and with varying levels of EGRA experience. The response rate was very low at 25 percent, but the majority of respondents indicated they had some prior EGRA experience. During in- depth KIIs, only ECZ officials with EGRA experience were included in the sample. This decision was purposeful, as the Education Data activity wanted to gather detailed information on ECZ’s prior experience and capacity to conduct EGRAs. Through the KIIs, the Education Data activity identified several ECZ staff that are experienced in conducting national or large-scale assessments that are similar to EGRA. Therefore, the gaps referred to in this report pertain only to those individuals with previous EGRA experience. The costing of EGRA shown in Annex 1 is based on the Education Data activity’s experiences in conducting the baseline EGRA in 2018 in Zambia and expenses calculated using RTI’s EGRA cost calculator. All expenses for conducting the 2018 baseline EGRA were borne by the Education Data activity with funding from USAID. Therefore, the Education Data activity recognizes that costs may vary should there be any cost sharing arrangements to conduct EGRAs. Also, the costs primarily reflect direct costs for conducting a large-scale EGRA of similar scope to that of the baseline and midline EGRA. The baseline EGRA included a sample of 816 schools covering nearly 15,000 Grade 2 learners across the five Let’s Read Project target provinces, and the midline will include about 1,000 schools covering up to 20,000 learners. Costs involved in the skills training activities for ECZ are not included. The type and number of personnel that could be hired and trained at ECZ to meet the EGRA requirements are included, as well as the type and length of capacity building activities that will be provided under the Education Data activity and funded by USAID. But, ECZ may also draw the required human resource capacity from other GRZ ministries and offices instead of hiring new or additional personnel. Therefore, the proposed costs should not be considered as the entire cost required to develop capacity and to conduct a large-scale EGRA in Zambia. STEP 1: RESOURCE REQUIREMENTS TO CONDUCT LARGE- SCALE EGRAS The USAID EGRA Toolkit 2.0 indicates that the implementation of EGRAs involve 11 essential tasks that can be categorized chronologically from initial planning to the dissemination of final results. The essential tasks include (1) planning for EGRAs, (2) developing and/or adapting EGRA tools, (3) developing sampling methodology and data collection plans, (4) programming tools into tablets for electronic data collection, (5) pilot testing of tools and revising tools, (6) training data collection supervisors and assessors, (7) collecting data, (8) monitoring data collection, (9) processing and analyzing data, (10) preparing reports, and (11) disseminating findings to key stakeholders (EGRA Toolkit 2.0, 2016). 5 | USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY USAID.GOV
Using best practices and lessons learned from prior EGRA implementation around the world and the 2018
EGRA baseline in Zambia, the Education Data activity defines the requirements for conducting large-scale
EGRAs in Zambia in Table 1 below. These requirements are based on the following assumptions:
• Large-scale EGRAs will be conducted in over 1,000 schools that are randomly selected nationwide
or in any relevant assessment area that consists of at least five provinces. Up to 20 randomly
selected Grade 2 learners (ensuring gender parity in the number of boys and girls selected) per
school will be assessed. This sample size will ensure that the sample is representative of all seven
languages of instruction, different school sizes, different school types, and different provinces and
locations.
• The EGRA sampling plan is developed using a sample frame that is updated by MoGE with the
latest list of schools disaggregated by their language of instruction, school type, and location.
• No new EGRA tool will be created, but existing tools will be adapted to suit the context.
Adaptation of the EGRA instruments will take place during a five-day workshop with MoGE, ECZ,
and language and early grade reading experts.
• Adapted instruments are programmed into EGRA-specific software for electronic data collection
and pilot tested with at least two schools for each language.
• After the EGRA instruments are finalized, EGRA data collection is conducted by several data
collection teams. Each team consists of two assessors and one quality control officer. Normally,
each team could complete one school per day. Therefore, about 50 teams will be able to complete
a large-scale EGRA within 28 working days, including a buffer for any unexpected delays.
• Data collection teams will be provided with a daily fixed transportation allowance to reach target
schools on time using transport arrangements made on their own.
• Data quality will be assured by one monitor per language through periodic field visits, and the
overall process is supervised by a senior EGRA specialist.
• After data collection is completed, data are compiled and analyzed in Zambia. Analysis and
reporting are led by a senior EGRA specialist who is supported by a statistician and at least seven
data analysts (one per language).
• EGRA findings will be published and widely disseminated to all study districts. Results could be
disseminated via the internet, at several regional workshops, and at least one national-level
workshop conducted in conjunction with annual education planning meetings.
The resources to implement a large-scale EGRA in Zambia, at a minimum, under the above assumptions,
are shown in Table 1.
TABLE 1. RESOURCES REQUIRED TO CONDUCT A LARGE-SCALE EGRA IN ZAMBIA
EGRA TASKS HUMAN RESOURCES FACILITY/EQUIPMENT
Preparation for EGRA; • A planning committee
Sampling
• 3–4 Budget preparers
• 4–5 Logistics planners
Sampling; Adapting EGRA • 1 statistician with experience developing • Facilities to conduct a 5-day
tools an EGRA sample workshop with up to 40 participants
• 1 psychometrician; 3 test development • Audiovisual equipment to facilitate 7
specialists and linguists per language (21 separate working groups
total)
USAID.GOV USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY | 6• 7 test developers with different language • 1 computer with statistical software
skills and experience in EGRA tool (SPSS, STATA, or similar)
development
•
Pilot testing and finalizing • 7 test developers with different language • Software for EGRA data collection
EGRA instruments; skills and experience in EGRA tool (E.g. Myna; Tangerine; ODK)
programming tools into development, and in assessor training
electronic tablets • IT infrastructure to host EGRA
• 2 assessors per language (14 total) collection software
• 1 Information Technology (IT) support • 21 electronic tablets with
expert for data management accessories (protection sleeves,
extension cords, power bank)
• 1 software developer with experience in
EGRA application to program tablets • 7 vehicles for 4 days
• Facilities to conduct a 5-day
training with up to 30 participants
• 7 computers with statistical
software (SPSS, STATA, or similar)
EGRA data collection & • 14 training facilitators (2 per language) • Software for EGRA data
monitoring with experience in EGRA data collection collection
• 150 assessors (including 50 quality • IT infrastructure to host EGRA
control officers) collection software
• 7 field monitors (one per each language) • 170 electronic tablets
• 1 IT expert for data management • 7 vehicles for 28 days
• 1 software specialist with experience in • Facilities to conduct 5-day training
EGRA application with up to 150 participants
• 1 Data analyst • 9 computers with statistical
software (SPSS, STATA, or
• 1 Senior EGRA specialist/supervisor similar)
EGRA data analysis and • 7 data analysts/researchers • 9 computers with statistical
report writing software (SPSS, STATA, or
• 1 statistician with EGRA experience similar)
• 1 senior EGRA specialist • 1 computer with data visualization
• 1 data visualization specialist software (e.g., Excel, Tableau)
• 1 editor
EGRA dissemination (for • 1 senior EGRA specialist • Facilities to conduct a half-day
each dissemination) workshop for up to 40
• 1 administrative assistant/organizer participants
Based on these requirements, a detailed sample budget on the direct costs associated with conducting a
large-scale EGRA in Zambia is included in Annex 1. It is based on the requirements established for ECZ
to independently conduct large-scale EGRAs in the future.
STEP 2: ASSESS THE CURRENT CAPACITY OF ECZ TO CONDUCT
LARGE-SCALE EGRAS
Since ECZ has implemented EGRAs in the past, the Education Data activity assessed ECZ’s current
strengths and further needs in relation to the skill levels and resource requirements outlined under Step
1 needed to implement large-scale EGRAs.
7 | USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY USAID.GOVThe capacity assessment was carried out from July to December 2018, beginning with a group interview in July with four purposively selected ECZ officials with experience conducting EGRAs. Then, in November 2018, a short online survey was administered to 32 ECZ officials. The survey received a response rate of 25 percent. In December 2018, in-depth, in-person KIIs were conducted with five purposively selected ECZ officials with experience conducting EGRAs. The data collection tools are in Annexes 2 and 3. The findings from the capacity assessment are presented below, including ECZ’s experience, human resources, equipment, and infrastructure, as well as financial resources for conducting large-scale EGRAs. Human resource gaps to address through skills training and equipment gaps are also identified. Annex 4 summarizes the human resources and equipment required to conduct large-scale EGRA in Zambia, alongside the current status at ECZ. ECZ EXPERIENCE IN CONDUCTING EGRAS ECZ has experience in conducting small-scale EGRAs. Over the years, ECZ has conducted several nationwide reading assessments in Grades 2, 5, and 9. ECZ has also participated with RTI International in 2012 to conduct an EGRA that covered the Icibemba-speaking regions. ECZ participated with RTI in an EGRA in 2012 that covered the Icibemba-speaking regions and a baseline EGRA/EGMA in 2014, and ECZ conducted an EGRA with Grade 3 learners in 2018 with minimal external technical assistance.2 In addition, using internal human resources in 2016, ECZ also participated in conducting the Programme for International Students Assessment for Development (PISA-D), an international large-scale assessment similar to EGRA. ECZ has received training on several EGRA tasks. Between 2012 and 2014, RTI conducted several trainings with ECZ to build its capacity to conduct EGRAs and EGMAs in Zambia. The trainings covered the following topics: (1) EGRA tool adaptation, (2) the development and review of school management survey tools, (3) the design of a sampling plan at the school and learner levels, (4) data collection and monitoring, (5) data cleaning and analysis, (6) setting benchmarks and targets, and (7) the production of technical reports and dissemination materials. ECZ has also trained assessors to conduct EGRA data collection. ECZ staff has conducted trainings for more than 170 assessors drawn from MoGE’s local officials, schoolteachers, and other temporary non- MoGE hires. These assessors helped MoGE conduct national assessments and previous EGRAs, including one as recent as April 2018. HUMAN RESOURCES Implementing large-scale EGRAs involves several complex tasks that require technical skills in education, psychometrics, data analysis, logistical planning, communications, and budgeting, among others. This section outlines ECZ’s current level of human resources related to the skills necessary to implement EGRAs and discusses areas for further capacity building. 2 The April 2018 Grade 2 National Assessment was conducted with over 4,700 Grade 3 learners sampled from 480 schools in the first term of the school year. The learners had a maximum of nine weeks of classroom instruction at the Grade 3 level. See “2018 National Assessment Survey of Learning Achievement in Grade 2: Results for Early Grade Reading and Mathematics in Zambia,” April 2018 (document provided by ECZ). USAID.GOV USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY | 8
ECZ’s current capacity to independently carry out EGRA varies by the type of EGRA task. The
average scores for different skills related to EGRA implementation are shown in Table 2. The following
tasks received the lowest scores: (1) tasks related to developing/adapting EGRA tools, (2) programing
EGRA tools into an open source software platform, (3) facilitating and monitoring data sharing
arrangements among stakeholders, and (4) tracking stakeholder utilization of EGRA results. The top three
highest scores were registered for tasks related to having the capacity to clean and analyze data, conduct
data quality assurance checks during data collection, and provide logistical support for conducting the
assessments.
TABLE 2. CURRENT SKILLS TO CONDUCT LARGE-SCALE EGRA AT ECZ: AVERAGE SCORES BASED
ON SURVEYS
LEVELS OF ECZ CAPABILITIES AVERAGE SCORE*
1. Skill Level of people to develop realistic budget for conducting EGRAs 3.5
2. Skill Level of people to provide logistical support to conduct EGRAs 4
3. Skill Level of people to develop/adapt EGRA tools 2.5
4. Skill Level of people to program EGRA tools into an open source software platform (Example: 2.75
Tangerine, Kobo-Collect, Merado, Open Data Kit, Form Builder).
5. Skill Level of people that can develop EGRA sampling methodology plan 3.75
6. Skill Level of people to design and deliver training of Quality Control Officers (QCOs) and 3.25
Assessors.
7. Skill Level of people to conduct monitoring visits, track progress, review data, and assure data
quality during data collection period 4
8. Skill Level of people to clean data and analyze data 4.25
9. Skill Level of people to write high-quality EGRA reports 3.5
10. Skill Level of people to track how stakeholders use EGRA findings for decision making. 3
11. Skill Level of people to facilitate and monitor data sharing arrangements to avoid duplication of 2.75
data collection efforts by multiple sources
Source: Online Surveys, Education Data activity, 2018.
*Score Scales: 0 = None; 1 = very low; 2 = Low; 3 = Moderate; 4 = High; 5 = Very high.
ECZ has a dedicated unit for planning and conducting assessments. Survey responses indicate that
there are six to ten people at ECZ dedicated to planning and conducting EGRAs. ECZ has put in place a
National Technical Committee (NTC) to plan and conduct EGRAs. The committee comprises five senior
research officers from ECZ and ten other officials from other MoGE units/directorates, including Teacher
Education, Standards, Planning, and Curriculum Development Centre (CDC). The NTC was involved in
conducting EGRAs in the past, with each EGRA covering at least 400 schools and involving 2,000 learners
nationwide. These EGRAs have been conducted with support from other cooperating partners such as
the UK Department for International Development (DFID), USAID, and the Institute of Economic and
Social Research (INESOR). NTC was involved in all the preparatory meetings that took place a year ahead
of EGRA as well as the subsequent quarterly meetings that took place before the start of implementation.
In order to avoid duplication of data collection efforts by multiple sources, the NTC also facilitated and
monitored data sharing arrangements. However, survey respondents on average scored NTC/ECZ’s
9 | USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY USAID.GOVcapacity to facilitate and monitor data sharing arrangements as low. Nonetheless, ECZ survey and KII respondents believe that NTC can be utilized for future EGRAs. Skills to develop budgets and logistical plans exist and received moderate to high scores from respondents. There are three to five staff at ECZ experienced in preparing budgets for national-level assessments, including EGRAs. Survey respondents indicated that ECZ has at least a moderate level of capacity to prepare realistic budgets for conducting EGRAs. In the past, ECZ used RTI’s EGRA budget calculator to prepare its budget, including for the EGRA conducted in April 2018. The ECZ research department has trained other ECZ staff to develop EGRA data collection plans and procedures. There are three to eight ECZ staff available to engage in logistical planning for EGRA. KII respondents indicated that the staff would require some additional training to realistically budget for the assessors’ subsistence allowances and transportation expenses, and for the logistical planning associated with data collection in remote locations. Respondents also suggested that a budget was needed for training new and retraining existing ECZ personnel and for activities related to the dissemination of results. Skills to develop or adapt EGRA tools are limited. There are 4 to 16 staff at ECZ that can be utilized to prepare EGRA tools and survey instruments. However, respondents rated the skills of ECZ staff to develop or adapt EGRA tools as the lowest among the EGRA-related tasks. While ECZ has received training in the past on adapting EGRA tools and on developing the Snapshot of School Management Effectiveness (SSME) tools, respondents indicated that hands-on training is needed in the following areas: (1) identifying conflicts in orthography and dialect, (2) story development (Item Writing Training), (3) assembling EGRA tools based on classical test theory (CTT), and (4) item response theory (IRT)-based item statistics. There was a clear expressed need to train a psychometrician to help adapt the EGRA tools in various languages, field test tools, and help analyze pilot data in order to finalize the tools. Information Technology (IT) personnel also will need training to support tool development and pilot testing. Currently, there is no psychometrician at ECZ to help adapt and finalize the EGRA tools. In addition, ECZ currently faces a staff shortage to perform tasks such as adapting EGRA tools and developing SSME tools. Therefore, ECZ has been engaging subject matter specialists from CDC, experienced in-service teachers, and other external experts to support the development or adaptation of EGRA tools and SSMEs. In the past, ECZ received financial and technical support from cooperating partners such as INESOR and RTI to support the development of EGRA tools and SSMEs. ECZ has requested that the Education Data activity train new hires at ECZ as tool developers. ECZ skills to program EGRA tools and surveys for electronic data collection is considered to be low. There are four IT personnel available at ECZ with some prior experience using Tangerine software for EGRA data collection. But survey respondents reported that IT personnel will need training to specifically program new EGRA tools using software such as Tangerine, Kobo-Collect, Merado, Open Data Kit, or Form Builder. In the past, RTI programmed the tools into Tangerine. For the baseline in 2018, the Education Data activity programed the tools in Merado/Form Builder. As a result, IT specialists will need to be trained in order for ECZ to have the internal capacity to independently program the tools for electronic data collection. ECZ has several officers to support the development of a sampling plan, but their skill levels are moderate at best. ECZ has a data analyst, an exam specialist, research officers, and survey operations officers who could be used to develop a sampling plan. But they will require additional training to be able to independently carry out the task. ECZ made small adjustments to the sampling methodology developed USAID.GOV USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY | 10
by RTI to carry out its 2018 EGRA. There is an identified need to train both a statistician at ECZ to support the development of an appropriate sample plan for each EGRA and a GIS specialist to support the spatial mapping of the sample. ECZ does not have sufficiently skilled staff to develop training guides and to serve as EGRA trainers. ECZ has conducted weeklong EGRA trainings for data collection supervisors and assessors in the past. There are three to six trainers at ECZ who can be utilized to support EGRA trainings. ECZ adapted guides that were previously developed by RTI for the purpose. The training modules primarily focused on logistics management, EGRA administration, and marking. But ECZ recognizes that ECZ trainers would need additional support to also be able to train assessors on quality control protocols for data collection such as inter-rater reliability (IRR) calculations, tracking progress during data collection, for example using dashboards, and developing rigorous training guides to train facilitators. There are numerous MoGE staff with experience serving as EGRA assessors. ECZ utilized 15–25 experienced assessors from MoGE for the April 2018 EGRA data collection. Besides MoGE staff, ECZ also included several interns from universities and colleges of education and retired MoGE officers. ECZ used the following criteria to select assessors: language specialization, EGRA experience, availability, and geographical positioning. There are experienced personnel to conduct monitoring and data quality assurance during data collection. ECZ utilizes NTC for this purpose. The frequency of field monitoring spanned from the beginning of data collection up to the end. Additionally, ECZ also conducted data review checks as prescribed in the EGRA administration manual. There are five to ten ECZ staff available and capable of conducting field level monitoring visits during data collection. However, ECZ expressed a need for the monitors to also gain skills in conducting IRRs, tracking progress, and monitoring data quality remotely using real-time dashboards. ECZ has experienced staff who can clean and analyze EGRA data. There are four to six ECZ staff who could support large-scale data management and three to seven staff with the analytical skills necessary to clean and analyze EGRA data. In the past, ECZ has received support from INESOR to clean and analyze assessment data. ECZ analysts are experienced in using statistical packages such as SPSS and STATA. On average, survey respondents scored ECZ staff skills to clean and analyze data to prepare reports as high. Further discussions with ECZ, however, indicated an expressed need for training the analysts on open source software such as R to analyze and visualize data. There are capable personnel at ECZ who can prepare EGRA reports. NTC has been utilized for this purpose, and they have prepared reports in English. Survey respondents indicated that there are four to ten ECZ staff capable of writing EGRA reports. A team of two to six people drawn from both ECZ and MoGE units are typically engaged in reviewing the accuracy of and editing the EGRA report. Survey respondents rated the skill of ECZ staff to perform this task independently as slightly above moderate. KII respondents suggested that there is a need to improve EGRA report writing with a particular focus on how to utilize the reports at different levels (National, Provincial, District, School), and additional training on technical writing styles, interpreting statistical results, and in using data visualization tools. ECZ has prior experience and the capability to disseminate EGRA findings at various levels. NTC is currently responsible for dissemination. At the provincial level, NTC is supported by Provincial Education Officers. In the past, ECZ has disseminated EGRA findings through diverse mediums such as its 11 | USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY USAID.GOV
website, during workshops or conferences such as National Performance Review Meetings, and using briefs, flyers, and posters. Survey data indicated that there are three to ten staff at ECZ that are typically responsible for dissemination. KII respondents indicated that EGRA reports are disseminated in English primarily to MoGE officials/units. ECZ tracks the use of EGRA results and the implementation of recommendations through review meetings with various MoGE directorates such as the Directorates of Teacher Education, Specialized Services, Standards, and Curriculum. It was also suggested that EGRA results should be disseminated to schools, universities, colleges of education, and parent-teacher associations (PTAs) in order to inform all stakeholders on learner performance and teaching methods to help improve reading skills. They also felt that for effective dissemination, there is a need to tailor the reports to different audiences and to develop ways to track the utilization of findings by various stakeholders. INFRASTRUCTURE AND EQUIPMENT The facilities available at ECZ for conducting training or dissemination workshops would only accommodate a small group. ECZ has the capacity to host up to 40 people for events such as the tool development workshop and the training of quality control officers. But in order to be able to train a large group of assessors or to hold large dissemination workshops, ECZ would be required to use other MoGE facilities or an external venue. ECZ uses MoGE’s provincial, district, and zonal resource centers as hubs to facilitate data collection. ECZ has approximately 150 electronic tablets for electronic data collection. These android tablets have been used in previous EGRAs. In the past, ECZ has used Tangerine software to conduct EGRAs, and it holds a license that needs to be renewed annually. If other software and applications are to be used, then ECZ would require access to the software, training to learn how to program the tools, and funds to purchase the required licenses to use them. ECZ has several STATA and SPSS licenses to analyze large-scale EGRA data. ECZ has seven perpetual STATA licenses for version 13 and four SPSS licenses that are renewed annually. However, there is a need to update the existing STATA 13 version should there be releases of newer versions in future. ECZ has been using both STATA and SPSS to analyze both national-level assessment and small- scale EGRA data. ECZ has established two sites for securely storing data. ECZ has sufficient data storage space on secured servers to host the large amount of data from each assessment and to protect that data. KII respondents revealed that during EGRA data collection, data are stored on tablets and uploaded to an ECZ server. ECZ follows the procedures and protocols as stipulated in its EGRA administration manuals. In order to enhance data management and EGRA data collection plans and procedures, KII respondents observed that there is a need to also develop data management guides and manuals for ECZ that align with Zambia Data Centre (ZDC) protocols and procedures. FINANCIAL RESOURCES ECZ receives funding from MoGE to implement its assessments. According to ECZ’s Strategic Plan (2016–2020, p. 55), ECZ plans to conduct a large-scale EGRA every two years from 2016 to 2020. However, KIIs revealed that EGRAs have not been conducted according to the plan, since the allocated budget was too small to fund a national-level large-scale EGRA. In April 2018, ECZ conducted a national- USAID.GOV USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY | 12
level assessment in 480 schools, and the next EGRA/EGMA is scheduled for 2022. No funding for a large-
scale EGRA has been budgeted in the interim. Therefore, many EGRAs are conducted with support from
cooperating partners, with only a little financial support from the MoGE or ECZ. On average, respondents
rated the level of financial resources available to conduct a large-scale EGRA every two years as moderate.
They also expressed that funding is especially needed for the following EGRA related activities: (1) the
training of approximately 200 quality control officers and assessors; (2) the procurement of more than
100 electronic tablets, portable power banks, computers and software for data entry and analysis for each
EGRA; (3) secure adequate server storage space to host and protect the large data set for each
assessment; and (4) hosting a webpage/web-portal to enable the sharing of training materials and data with
key stakeholders.
KII respondents indicated that assessors conducting the assessments were remunerated at GRZ-
designated rates. Transport allowances are usually calculated based on the areas people are assigned to
work. Some of the challenges faced during data collection included issues related to transport and
communication, remoteness of some schools, poor terrain, and difficulty in monitoring all assessors with
a limited number of monitors. In order to address these challenges, adequate resources and reliable
transport are required.
STEP 3: AGREE UPON ROLES AND RESPONSIBILITIES
Successful implementation of the midline EGRA in 2020 requires a high degree of coordination and
collaboration built on a foundation of clear communication among the Education Data activity, ECZ,
MoGE, and USAID. The Education Data activity recognizes that strong relationships with these key
stakeholders are important to ensure both the success and sustainability of the activity. Since 2018, the
Education Data activity has held several meetings with ECZ and MoGE to discuss and agree upon the
ECZ’s roles and responsibilities in implementing the EGRAs. The results from these meetings are discussed
below.
ROLES AND RESPONSIBILITIES AT BASELINE EGRA IN 2018
The Education Data activity assumed a leading role in implementing the majority of EGRA-related tasks.
However, in order to benefit from ECZ’s vast experience in implementing national-level assessments,
including EGRAs, and to promote close collaboration with ECZ, the Education Data activity held two
meetings with ECZ, one in April and another in June 2018, to discuss the Year 1 Annual work plan, and
to kickstart planning for the baseline EGRA in 2018. ECZ’s roles and responsibilities in implementing the
baseline were also discussed at the meeting. As a result, ECZ staff participated in several baseline EGRA
tasks:
1. Language Mapping Exercise. ECZ staff joined the Education Data activity team in the
verification of the language of instruction and school location in the government-run public schools
and community-run primary schools by visiting the Provincial Education Offices, a few District
Education Offices, and several schools in the five target provinces in May 2018.
2. Adapting EGRA tools and Snapshot for School Management Effectiveness (SSME)
Instruments. Language and early grade reading experts and other ECZ staff with experience in
conducting EGRAs participated in an EGRA tools adaptation workshop in August 2018.
13 | USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY USAID.GOV3. QCO and assessor training. ECZ staff participated in the training of quality control officers
and assessors in October 2018 to gain familiarity with procedures and protocols to collect reliable
and valid data at a large-scale and using the Myna application to gather data electronically.
4. Communication with district-level education officials during data collection. During
data collection in November 2018, each data collection team met with district-level education
officials to gain permission to conduct the EGRA in primary schools. ECZ facilitated the process
by drafting all the necessary letters and paperwork to be presented by the assessment teams to
the district-level officials and head teachers at each of the sampled schools.
5. Dissemination of EGRA results at both the national and regional levels. In May and June
of 2019, the Education Data activity and ECZ worked in close collaboration to lead and facilitate
five workshops in the target provinces to disseminate the results of the EGRA baseline report.
ROLES AND RESPONSIBILITIES FOR MIDLINE EGRA IN 2020
In March 2019, the Education Data activity held a meeting with staff from various departments of ECZ.
The meeting focused on the following items: (1) sharing results of the ECZ capacity assessment, including
skills gaps that were identified through the analysis, (2) initiating a discussion on the roles and
responsibilities between ECZ and the Education Data activity at midline, (3) discussing formation of a
working group composed of ECZ and Education Data activity staff to plan for the EGRA midline in 2020,
and (4) identifying topics for skills training with ECZ. The meeting helped to obtain ECZ input to decide
on roles at midline and topics for skills workshops in 2019 and 2020. Further discussions between the
Education Data activity, USAID, and ECZ staff held in May 2019 helped to chart out specific roles and
responsibilities between ECZ and the Education Data activity for each of the midline EGRA tasks and
subtasks, and topics and a tentative timeline for ECZ skills-building workshops will be provided by the
Education Data activity. It was agreed that ECZ will collaborate on all EGRA tasks including leading the
implementation of about 50 percent of the EGRA tasks.3 ECZ also informed the Education Data activity
that it has already developed annual work plans, and its funding is already committed to conduct an EGRA
in 2022. Therefore, where the midline EGRA tasks identified at the meeting are similar to those ECZ has
planned, it might consider using its resources toward midline implementation. Table 3 below outlines the
agreed upon roles and responsibilities for both the Education Data activity and ECZ staff to successfully
conduct the midline EGRA in 2020.
3
While ECZ will lead approximately 50 percent of tasks during midline in 2020, the Education Data activity will be
fully responsible for ensuring the midline EGRA is completed as contracted.
USAID.GOV USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY | 14TABLE 3. MIDLINE EGRA ROLES AND RESPONSIBILITIES
PROPOSED TIMELINE
LEAD
Sept.-20
EGRA TASKS EGRA SUBTASK OUTPUTS COLLABORATION
Jan-20
Aug.-20
Oct.-20
Apri-20
Nov-20
May-20
Dec-20
Mar-20
Mar-21
Apr-21
Feb-20
Feb-21
July-20
Jun-20
Jan-21
RESPONSIBILITY
3–4 ECZ staff
identified to
Form planning ECZ & Education
constantly ECZ X
committee Data
collaborate with
Education Data
1.PREPARARTIONS Select a survey
Signed contract
FOR THE MIDLINE firm to the ECZ, USAID, and
with selected Education Data X
EGRA Midline data Education Data
survey firm
collection
Resources for ECZ & Education
Identify &
conducting Education Data Data with survey X X X X X X X X
prepare logistics
midline EGRA firm
2. ADAPT EGRA
Finalize Midline Midline EGRA ECZ & Education
TOOLS FOR Education Data X X
EGRA tools tools Data
MIDLINE
Update sampling
frame to select
about 200 Framework
schools to add to revised for ECZ & Education
ECZ X X
baseline sample midline by March Data
to obtain a 31, 2020
sample of 1,000
schools at midline
Sampling
3. DEVELOP methodology,
SAMPLING PLAN sample list by
Develop sampling ECZ & Education
language of Education Data X X
plan Data
instruction,
province, district,
school type
Get USAID
Plan submitted to Education Data &
approval for the Education Data X X X
USAID by July 20 USAID
sampling plan
15 | USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY USAID.GOVTABLE 3. MIDLINE EGRA ROLES AND RESPONSIBILITIES
PROPOSED TIMELINE
LEAD
Sept.-20
EGRA TASKS EGRA SUBTASK OUTPUTS COLLABORATION
Jan-20
Aug.-20
Oct.-20
Apri-20
Nov-20
May-20
Dec-20
Mar-20
Mar-21
Apr-21
Feb-20
Feb-21
July-20
Jun-20
Jan-21
RESPONSIBILITY
Tools for 7
Construct EGRA ECZ & Education
4. FINALIZE EGRA EGRA subtasks in ECZ X X
tool Data
seven languages
MIDLINE TOOLS
Tools validation ECZ & Education
Tools finalized ECZ X X
meeting Data
5. PROGRAM
TOOLS INTO Tools
TABLETS FOR programmed into
Tools in ECZ & Education
Tablets and Education Data X X
ELECTRONIC electronic format Data (DevTech)
tested; dashboard
DATA set up
COLLECTION
Develop training
Plans for
plans for training ECZ & Education
conducting Education Data X X X
QCOS & Data
training
Assessors
Finalize logistics
Logistics & Education Data with
and materials for Education Data X X X
materials survey firm
data collection
6.QCO & Seek letter of
Introductory ECZ, MoGE, and
permission from ECZ X X
ASSESSOR letter to PEOs Education Data
PS
TRAINING Hire QCOs and List of QCOs & Education Data with
Education Data X X X
Assessors Assessors Survey firm
Invite QCOs and
Invitation letters Education Data Education Data X X
Assessors
MoGE/ECZ &
Train QCOs QCOs Trained Education Data X X
Education Data
Assessors MoGE/ECZ &
Train Assessors Education Data X X
Trained Education Data
MoGE/ECZ &
Inform PEOs Letters ECZ X X X
Education Data
Make transport
Transport for
arrangements for
7.DRY RUNS IN QCOs and Education Data &
QCOs and Education Data X X X X
Assessors to survey firm
PROVINCES Assessors to
provinces
provinces
Conduct practice
Dry runs in each MoGE/ECZ &
sessions in ECZ X
language Education Data
provinces
USAID.GOV USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY | 16TABLE 3. MIDLINE EGRA ROLES AND RESPONSIBILITIES
PROPOSED TIMELINE
LEAD
Sept.-20
EGRA TASKS EGRA SUBTASK OUTPUTS COLLABORATION
Jan-20
Aug.-20
Oct.-20
Apri-20
Nov-20
May-20
Dec-20
Mar-20
Mar-21
Apr-21
Feb-20
Feb-21
July-20
Jun-20
Jan-21
RESPONSIBILITY
Supervise
Transport for
transportation of
QCOs and Education Data &
QCOs and Education Data X
Assessors to survey firm
Assessors to
districts
Districts
9.MIDLINE DATA MoGE/ECZ &
Data collection Midline data Education Data X X
COLLECTON Education Data
Monitor QCOs ECZ & Education
Quality control ECZ X X
and Assessors Data
Collect data &
Education Data &
materials and Clearance QCOs Education Data X
survey firm
clear QCOs
Data cleaning &
ECZ & Education
preparation for Data quality Education Data X X
Data
analysis
Education Data
(with ECZ Education Data &
Analyze data Results X X
analyzing some of ECZ
the data)
10. EGRA DATA Share preliminary Preliminary
Education Data &
ANALYSIS AND results with results to USAID Education Data X
ECZ
USAID by Dec. 2020
REPORT
Report due
PREPARARTION ECZ to draft
Write EGRA January 30, 2021.
Education Data selected sections & X X X X
Midline report Approved by
review drafts
March 15, 2021.
Datasets &
Prepare datasets codebook for
and codebook for DDL submission Education Data Education Data X
submission (incl.
anonymization)
Prepare
ECZ & Education
dissemination Reports ECZ X
Data
reports
11. EGRA Midline
ECZ, MoGE at HQ
DISSEMINATION Conduct dissemination
& provinces;
dissemination workshops will ECZ X
Education Data
meetings be completed by
activity
April 30, 2021
17 | USAID EDUCATION DATA ACTIVITY: TRANSITION STRATEGY USAID.GOVSTEP 4: SECURING COMMITMENT
Securing a formal commitment is a crucial step and a best practice to ensuring that there is a common
understanding of the agreement made among all collaborating parties. The Education Data activity will
work with ECZ to develop an MoU that formally outlines the roles and responsibilities for both entities
for the midline EGRA in 2020, as well as mechanisms for coordination and collaboration. Based on
discussions with ECZ in May and July 2019, some overarching understandings for collaboration that could
be included in the MoU are:
• ECZ agrees to collaborate with the Education Data activity in about half of the EGRA-related
activities for implementing the midline 2020 EGRA in five provinces;
• ECZ agrees to assign appropriate ECZ staff to actively participate in each of the skills trainings
conducted by the Education Data activity to support the transition of EGRA tasks leading up to
midline in 2020;
• the Education Data activity agrees to recognize ECZ’s experience and capability in conducting
assessments and in regard to particular tasks of conducting EGRAs; and
• both parties mutually agree on the roles for ECZ and the Education Data activity, as appropriate,
and develop a detailed implementation plan following the completion of this MoU.
In addition, the Education Data activity proposes that the MoU include the specific EGRA tasks listed in
Table 4 that ECZ agreed to lead at the meetings held in May 2019. Many ECZ staff are busy between
October and December preparing for the implementation of annual examinations. This may limit ECZ
staff ability to lead EGRA tasks in the 2020 midline, since it is currently planned to be conducted in
September and October 2020. An MoU could facilitate securing a clear commitment from ECZ that they
are willing to lead 50 percent of EGRA-related tasks for the 2020 EGRA as agreed upon during the meeting
in May 2019.
Once an initial draft of the MoU is developed by the Education Data activity by August 2019 and cleared
by USAID, the Education Data activity will share it with ECZ and work to finalize it. Once both parties
agree to the understandings outlined in the MoU, it will be signed to demonstrate commitment to conduct
the midline EGRA in partnership.
STEP 5: TARGETED SKILLS TRAINING FOR ECZ
Based on the roles and responsibilities the Education Data activity has agreed with ECZ in order to
implement the midline in 2020 and the skills gaps identified through the capacity assessment conducted by
the Education Data activity, a series of skills training will be held with ECZ staff. These skills trainings will
build their human resource capacity in some of the specific EGRA tasks and subtasks ECZ has agreed to
take lead responsibility for at midline. By aligning the skills training with the tasks that ECZ has agreed to
lead, the Education Data activity expects that ECZ will be able to effectively carry out these tasks at
midline. In addition, the skills training workshops will provide ECZ staff with ongoing support mechanisms
as they prepare for and engage in the midline EGRA tasks.
During the meeting held in March 2019, where the results from the capacity assessment were discussed
by the Education Data activity, ECZ expressed the need for skills development in 10 topics related to
EGRA tasks that also reflected the gaps identified through the capacity assessment. Based on the list of
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