USAID EDUCATION DATA ACTIVITY ANNUAL WORK PLAN YEAR FOUR WORK PLAN
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PHOTO CREDIT: EDUCATION DATA ACTIVITY. 2020. COURTESY OF EDUCATION DATA ACTIVITY USAID EDUCATION DATA ACTIVITY ANNUAL WORK PLAN YEAR FOUR WORK PLAN October 1, 2021 – September 30, 2022 Contract 72061118C00005 Under IDIQ AID-QAA-1-14-00057-ABE ACR First Submission: September 15, 2021 DISCLAIMER: THIS ANNUAL WORK PLAN IS MADE POSSIBLE BY THE SUPPORT OF THE AMERICAN PEOPLE THROUGH THE UNITED STATES AGENCY FOR INTERNATIONAL DEVELOPMENT (USAID). THE CONTENTS OF THIS WORK PLAN ARE THE SOLE RESPONSIBILITY OF DEVTECH SYSTEMS, INC., AND DO NOT NECESSARILY REFLECT THE VIEWS OF USAID OR THE UNITED STATES GOVERNMENT.
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USAID EDUCATION DATA ACTIVITY ANNUAL WORK PLAN YEAR FOUR WORK PLAN October 1, 2021 - September 30, 2022 Submitted to: USAID/Zambia Subdivision 694/Stand 100 Ibex Hill Road P.O. Box 32481 Lusaka, Zambia Submitted by: DevTech Systems, Inc. IDIQ AID-OAA-I-14-00057-ABE ACR Contract 72061118C0000
Table of Contents
Acronyms ................................................................................................................................................. ii
Executive Summary ............................................................................................................................... iii
Introduction ............................................................................................................................................. 1
Task 1 – Language Mapping Exercise ................................................................................................. 0
Task 2 – Preparation to Conduct EGRA .......................................................................................... 0
Task 3 – Finalize Midline EGRA Tools and Complete Training ................................................... 2
Task 4 – Conduct EGRA....................................................................................................................... 4
Task 5 – ECZ Capacity Building .......................................................................................................... 6
Task 6 – EGRA Dissemination............................................................................................................. 9
Task 7 – Research Studies .................................................................................................................... 9
Critical Assumptions and Risks ........................................................................................................ 12
Cross-Cutting Elements ..................................................................................................................... 16
Project Management and Administration ....................................................................................... 17
Monitoring And Evaluation ................................................................................................................ 19
Annex A – Schedule for Deliverables and Technical Products ................................................. 26
Annex B – Year Four Annual Work Plan GANTT Chart .......................................................... 28
Annex C – Estimated Year 4 Budget .............................................................................................. 31
TABLES
Table 1. Language Mapping Results Per Province ...................................................................................................... 0
Table 2. EGRA Training Model ....................................................................................................................................... 4
Table 3. Timeline for Midline EGRA Data Collection and reporting ....... Error! Bookmark not defined.
Table 4. Skills-building Workshops for ECZ by Education Data ActivityError! Bookmark not defined.
Table 5. Plan for ECE Endline Study ............................................................................................................................ 10
Table 6. NERS sample by province and LOI ............................................................................................................ 11
Table 7. Year 4 Contractual Deliverable Schedule.................................................................................................. 18
Table 8. Year 4 DQA Current Schedule & Revision Proposal ............................................................................. 20
Table 9. Schedule for Deliverables and Products .................................................................................................... 26
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
iACRONYMS
AMELP Activity Monitoring, Evaluation, and Learning Plan
APR Annual Performance report
AWP Annual Work Plan
CDC Curriculum Development Center
CLA Collaboration Learning and Adaptive Management
COR Contracting Officer’s Representative
COVID-19 Coronavirus Disease 19
DEBS District Education Board Secretary
DEC Development Experience Clearinghouse
DPM Deputy Program Manager
DQA Data Quality Assessment
FO Field Office, DevTech Systems, Inc.
FOM Finance and Operations Manager
FY Fiscal Year
HO Home Office, DevTech Systems, Inc.
INESOR Institute of Economic and Social Research
IRR Inter-Rater Reliability
IT Information Technologies
LoI Language of Instruction
MoGE Ministry of General Education
MoH Ministry of Health
MSI Management Systems International
MT Master Trainer
NERS National Estimates Research Study
OAA Office of Acquisition and Assistance
PEO Provincial Education Office
PIRS Performance Indicator Reference Sheet
PM/TL Program Manager/Team Lead
Q Quarter – refers to quarters in a U.S. fiscal year
QASP Quality Assurance and Surveillance Plan
QCO Quality Control Officer
SADC Southern African Development Community
SSME Snapshot for School Management Effectiveness
STTA Short Term Technical Assistance
TAM Test Administration Manual
TOR Terms of Reference
ToT Training of Trainers
U.S. United States
UNZA University of Zambia
USAID United States Agency for International Development
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
iiEXECUTIVE SUMMARY
The United States Agency for International Development (USAID) Education Data activity began
implementation in April 2018 to provide education assessment, data management, and research and
evaluation services in support of the USAID Let’s Read Project, which targets Eastern, Muchinga,
Northwestern, Western, and Southern Provinces. The USAID Education Data activity also aims to
strengthen the capacity of the Examinations Council of Zambia (ECZ) and the Ministry of General
Education (MoGE) to track and collect data to improve learning outcomes in Zambia.
DevTech Systems, Inc., is pleased to submit the Year 4 Annual Work Plan (AWP) for Education Data
activity to USAID/Zambia. The Year 4 AWP focuses on project tasks and the timeframe for completing
each specified task undertaken from October 1, 2021, to September 30, 2022. In Year 4 Education Data
Activity will focus on the following major tasks: Task 1 – language mapping; Task 2 – preparations for the
Midline Early Grade Reading Assessment (EGRA); Task 3 – finalize the Midline EGRA tools and complete
the quality control officer (QCO) and assessor trainings; Task 4 – conduct the Midline EGRA data
collection; Task 5 – ECZ capacity building; Tasks 6 – EGRA dissemination; and Task 7 – conduct research
studies.
This AWP plan is based on the agreement that Education Data Activity will conduct the Midline EGRA
from October – December 2021. This workplan focuses on projected tasks in preparation for the Midline
EGRA in all ten provinces of Zambia and the End line ECE Study in Eastern and Western provinces.
Furthermore, the AWP highlights risk analysis and critical assumptions, that highlight contextual and
operational factors that may change during the performance period. These are included for management
purposes and discussions with USAID/Zambia should the need arise. The Gantt chart in our introduction
section shows all the activities planned for Year 4.
Education Data Activity will implement the AWP in close collaboration with its partners MoGE and ECZ.
Education Data activity will review the tasks and subtasks periodically to respond to emerging issues raised
by local stakeholders and the operational environment, and revise tasks accordingly in close coordination
and consultation with the USAID Contracting Officer’s Representative (COR) and Office of Acquisition
and Assistance (OAA).
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
iiiINTRODUCTION
The United States Agency for International Development (USAID) Education Data activity began on April
9, 2018 and ends on October 8, 2021. DevTech Systems, Inc. (DevTech), along with its partners
Management Systems International (MSI) and the Institute of Economic and Social Research (INESOR) are
implementing Education Data Activity (contract number 72061118C00005 under IDIQ AID-OAA-I-14-
00057-ABE ACR). The purpose of the Education Data activity is to provide distinct assessment, data
management, and research and evaluation services to monitor and track the progress of the USAID Let’s
Read Project (Let’s Read), which started in January 2019.
DevTech is pleased to submit the Year 4 Annual Work Plan (AWP) to USAID/Zambia. The Year 4 AWP
outlines tasks and activities for the period October 1, 2021, to September 30, 2022, assuming a contract
modification to extend the period of performance to December 2022. This work plan focuses on Task 1
– language mapping; Task 2 – preparations for the Midline EGRA; Task 3 – finalize the Midline EGRA tools
and complete the quality control officer (QCO) and assessor trainings; Task 4 – conduct the Midline
EGRA data collection; Task 5 – ECZ capacity building; Tasks 6 – EGRA dissemination; and Task 7 –
conduct the National Estimates Research Study (NERS) and End line Early Childhood Education (ECE)
Research Study. The major focus for Year 4 is to prepare and conduct the EGRA Midline across all the
ten provinces. The successful implementation of the above tasks is contingent on the Corona Virus 19
(COVID-19) situation in the country.
In the performance period, Education Data Activity will be working under two contract modifications:
Modification 2, which provide for the expansion of the geographical scope of the Midline EGRA to all 10
Zambian provinces and,Modification 4: which extends the performance period from October 2021 to
December 2022.
The Year 4 AWP outlines proposed activities to prepare for and implement the Midline EGRA with ECZ.
Education Data Activity hopes that with increased vaccination and COVID-19 prevention methods, there
will be no restricts on travel and gatherings. However, should there be school calendar disruptions due
to the COVID-19 pandemic or any other extenuating factors outside the project’s control, EDA will
engage USAID, MoGE, and ECZ on contingency plans.
First, we provide an overview of the Activities in the Fiscal Year (FY) 2022 Work Plan Gantt chart. Next,
activities are described by main tasks.
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
1FY 2022 WORK PLAN GANTT CHART
Q1 FY22 Q2 FY22 Q3 FY22 Q4 FY22 Q1 FY23
Task Activity
Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
TASK 1. LANGUAGE MAPPING EXERCISE
Verify Let’s Read sampled 2018 EGRA schools
Verify NERS sampled 2020 schools
Submit updated, verified Language Mapping
report to USAID FD
TASK 2. PREPARATION TO CONDUCT EGRA
Management and quality assurance of local
survey firm
QCO and Assessor recruitment
TASK 3. FINALIZE MIDLINE EGRA TOOLS AND COMPLETE TRAINING
Finalize Midline EGRA tools and SSME
instruments
Program Midline EGRA and SSME tools
Conduct QCO and Assessor training
Conduct Dry Runs
TASK 4. CONDUCT EGRA
Finalize tools, recruitment, and trainings
Data collection
Data cleaning, processing, and analysis
Education data collection framework FD
EGRA report submission FD FD
TASK 5. ECZ CAPACITY BUILDING
Data cleaning and analysis workshop
Electronic data collection workshop
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
0Q1 FY22 Q2 FY22 Q3 FY22 Q4 FY22 Q1 FY23
Task Activity
Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
EGRA training of trainers, QCOS, and
assessors’ workshops
Transition of EGRA tasks to ECZ
TASK 6. EGRA DISSEMINATION
Midline EGRA report national workshops (1)
Midline EGRA report regional workshops (5)
TASK 7. RESEARCH STUDIES
Baseline ECE dissemination at provincial level
ECE IRB approval
ECE End line training and dry runs
ECE End line data collection
ECE data cleaning and analysis and report
writing
ECE End line report submission D
Submit ECE End line dataset and codebook
NERS training and data collection
NERS report submission D
Submit NERS dataset and codebook
PROGRAMATIC PLANS AND REPORTS
Annual workplan FD FD
Quarterly performance report D D D
Annual performance report D D
Quarterly financial report D D D D
Annual inventory report D
OTHER REPORTS
EGRA datasets and codebooks D
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
1Annual property report D
Close out and demobilization plan FD FD
Disposition plan FD
Final activity report FD
D – denotes “deliverable”
FD – denotes “fixed-fee deliverable”
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
2TASK 1 – LANGUAGE MAPPING EXERCISE
Education Data activity conducted a language mapping exercise of the additional non-Let’s Read provinces
in preparation for the EGRA and NERS studies in all ten Zambian provinces.
In 2018, Education Data activity conducted a language mapping exercise in the five Let’s Read Project
provinces in preparation for the Baseline EGRA. In 2020, the Education Data activity geographical scope
expanded to include all ten Zambian provinces with the purpose of establishing nationwide literacy rates.
Accordingly, the project conducted a language mapping exercise in 2020 to discern the predominant
Language of Instruction (LoI) in the five additional provinces not assessed in the 2018 Baseline EGRA,
which are Northern, Luapula, Copperbelt, Central, and Lusaka provinces. Table 1 outlines the 2021
language mapping results.
TABLE 1. LANGUAGE MAPPING RESULTS PER PROVINCE
Province Language of # of Total # # Schools, By School Type # Schools, by Location
Instruction Districts Schools
Public Public+ECE Community Community+ECE Urban Rural
Southern Chitonga 13 1,158 142 639 160 217 333 825
Eastern Cinyanja 10 1,263 456 518 214 75 164 1,099
Muchinga Icibemba 6 550 307 85 158 0 22 636
North- Kiikaonde 5 395 250 71 72 2 87 308
Western Lunda 5 205 105 39 61 0 6 196
Luvale 4 208 115 44 47 2 5 203
English . 3 3 0 0 0 0 3
Western Silozi 15 959 475 283 152 49 123 836
TOTAL 58 4,738 1,850 1,679 864 345 740 4,106
During the first quarter of FY 2022, Education Data will further verify data among all sampled schools in
the five additional provinces. The verification will involve gathering information from headteachers using
a structured school profile questionnaire. Based on this information, Education Data activity will update
and finalize the language mapping database. These tools include the head teacher, teacher, and pupil
questionnaires. Once LoIs in sampled schools are updated, Education Data activity will update the language
mapping report and submit to USAID/Zambia for review and approval.
The Program Manager/Team Lead will lead the language mapping exercise with support from the Deputy
Program Manager, one Research Assistant, and DevTech Home Office (HO) staff.
TASK 2 – PREPARATION TO CONDUCT EGRA
Education Data activity will continue preparations to conduct the Midline EGRA. Major activities include
close collaboration with INESOR, University of Zambia (UNZA), the local survey firm providing logistical
and administrative support. INESOR will recruit Quality Control Officers (QCO) and assessors,
communicate with provincial, district, and school officials, and conduct QCO and assessor trainings.
Education Data activity will conduct such activities while complying with Ministry of Health (MoH) and
MoGE COVID-19 guidelines.
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
0SUBCONTRACT FOR LOCAL SURVEY FIRM
In Year 3, Education Data activity executed an abridged subcontract with INESOR that aligned with the
projects’ performance period as outlined in the approved contract. The deliverables for this contract
included submission of a work plan and training and data collection plan. During Year 4, Education Data
activity will provide INESOR with a new subcontract to conduct EGRA activities, after the approval of the
anticipated Contract Modification 4, which extends the contract period of performance to December
2022. The new INESOR subcontract will run for approximately six months from October 2021 - March
2022. This proposed performance period is contingent on the Midline EGRA proceeding as planned from
October - December 2021. The Terms of Reference for the new INESOR subcontract will focus on these
objectives:
1. Ensure data collection is adequately supported, with the hiring and supervising of approximately
100 QCOs and 291 assessors to carry out the data collection in all ten provinces in Zambia.
2. Assist in assessor and QCO preparations to carry out data collection, including implementing all
logistical arrangements for both the QCO and assessor training, presenting sessions on data
collection planning and preparedness, and coaching data collection teams to apply assessment
tools with fidelity.
3. Ensure data is complete, accurate and of high-quality by tracking data collection in all ten provinces
in an Excel database to guarantee each sampled or replaced school and the required number of
learners are assessed.
4. Ensure data collection teams are coordinating with Provincial Education Offices (PEO), District
Education Board Secretary (DEBS) and headteachers to observe proper MoGE protocols.
5. Support data collection teams to solve problems during the data collection and communicate
needed support to effectively assess all schools in the sample and replacement selection. The
sample selection and all replacement schools will solely be selected by Education Data activity staff
to ensure fidelity to the sampling methodology is maintained.
6. Collaborate in all working group meetings to ensure preparations for the Midline EGRA and NERS
accurately align to the Midline EGRA methodology and requirements.
For each EGRA subtask, the Terms of Reference (ToR) outlines the local survey firm roles and
responsibilities, including but not limited to EGRA preparations, recruitment, QCO and assessor training,
dry runs, data collection and post-data collection.
MANAGEMENT AND QUALITY ASSURANCE OF LOCAL SURVEY FIRM
Education Data Activity will continue to work with INESOR to conduct the Midline EGRA and NERS as
stipulated by the ToR. INESOR will attend EGRA Technical Working Group meetings, comprising
members of ECZ, USAID/Zambia and Education Data activity. Additionally, Education Data activity and
the local survey firm will hold weekly discussions to review progress, obstacles, and mitigation strategies
against agreed-upon work plans. Education Data activity will also monitor progress through weekly
progress reports during data collection, verified through virtual monitoring via the Myna electronic
platform and Excel-based trackers. Education Data Activity will conduct monitoring visits to selected
locations during EGRA data collection. Additionally, Education Data Activity will require INESOR to
submit proof of payment and financial summaries for QCOs, assessors, and costs incurred to support
EGRA preparation and data collection. INESOR will submit the executed independent consulting
agreement, a tablet agreement, an executed child protection agreement, and proof of payment for each
QCO and assessor selected for data collection to DevTech’s satisfaction and quality standards, in addition
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
1to collecting materials after data collection. Upon completion of data collection, Education Data activity
and the local survey firm will lead a debrief meeting to discuss collective lessons learned, challenges, and
solutions.
QCO & ASSESSOR RECRUITMENT
INESOR with oversight from ECZ and Education Data Activity will update the criteria and scope of work
for EGRA assessors and QCOs. An estimated 100 QCOs and 291 assessors are required to assess up to
26,000 Grade 2 learners. Data collection teams will consist of one QCO and three assessors.
INESOR will conduct provincial and district level recruitment. 1 Provincial- and district-level recruitment
is encouraged because it: (1) supports localized ownership of EGRA by drawing upon talent with native
LoI proficiency as well as geographical and cultural knowledge 2; (2) decreases the risk of exposure to
COVID-19 due to decreased physical movement of individuals; and (3) increases the safety of data
collectors in the event of civil unrest as they are familiar to environment and the people. In total, INESOR
will invite an estimated 110 QCO applicants to training, for 100 anticipated QCO positions and 10
replacements. An estimated 311 assessor applicants will be invited for assessor training, with 291
anticipated assessor positions and 20 replacements. There will be replacement assessors and QCOs for
all seven LoIs.
Based on the quality assurance measures outlined in Quality Assurance Surveillance Plan (QASP),
Education Data activity and INESOR will ensure assessors meet the following criteria: (1) ability to fluently
read and speak the language of the assessment; (2) previous experience administering assessments and
collecting data; (3) background working with primary-age children; and (4) proficiency using a computer
or tablet. Important qualities for those selected as QCOs include (1) leadership skills and experience
leading teams; (2) organizational ability and attention to detail; (3) knowledge of EGRA procedures,
including quality control; and (4) positive interactions with district and school officials. To ensure high-
quality candidates are selected, Education Data activity and ECZ will monitor QCOs and assessors
throughout the training process. Only training participants that meet the inter-rater reliability (IRR) gold
standard of 90 percent agreement will become QCOs and assessors.
TASK 3 – FINALIZE MIDLINE EGRA TOOLS AND COMPLETE
TRAINING
FINALIZE MIDLINE EGRA TOOLS AND SSME INSTRUMENTS TO CONDUCT EGRA
The Midline EGRA tools are accompanied by the Snapshot for School Management Effectiveness (SSME)
tools, which include headteacher, teacher, and learner questionnaires and a school inventory checklist.
Education Data activity will update and finalize the learner questionnaire, which include a new section that
focuses on the COVID-19 pandemic. 3 Education Data activity with support from the Curriculum
1 This activity will start in September 2021
2 No data collector will conduct data collection in the district or school where he or she is from to minimize the influence of
potential bias in the administration and marking of EGRA.
3 Activity started in August 2021. All tools and questionnaires will be ready in the first half of October.
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
2Development Centre (CDC), MoGE will translate the learner questionnaires in all seven LoIs. Updates
Learner questionnaire updates will align to: (1) Let’s Read literacy intervention implementation schedules,
activities, and adaptations due to COVID-19; and (2) MoGE policies and recommendations to support
learners and education stakeholders recover and adapt learning environments due to the COVID-19 global
pandemic. Education Data activity will submit the finalized SSME instruments to USAID/Zambia during the
period of performance. After approval, Education Data activity will program both tools into Myna for data
collection.
PROGRAMMING MIDLINE EGRA AND SSME TOOLS
Education Data activity will work closely with ECZ to program all EGRA and SSME tools into the Myna
form builder to support electronic data collection. As outlined in the Transition Strategy, ECZ identified
programming tools and tablet configuration for electronic data collection as a targeted skill for training.
See Task 5 – ECZ Capacity Building for additional information on Workshop Four, Myna and Electronic
Data Collection.
CONDUCT QCO AND ASSESSOR TRAINING
As outlined in the Transition Strategy, Education Data activity and ECZ will co-lead and implement a tiered
training model to conduct QCO and assessor training as shown in Table 2. To safeguard participants
against COVID-19, Education Data activity will enforce the MoH 50-person limit on social gatherings,
provide hand sanitizers, face masks, and practice social distancing. Education Data activity will continue to
revise safety considerations for research and other participants as deemed advisable by the CDC and
MoH.
Training of Trainers (ToT). Education Data activity, ECZ and INESOR will conduct a five-day ToT workshop
for Master Trainers (MT) in Lusaka to prepare for QCO and assessor training. For more information on
the ToT, refer to Task 5 – ECZ Capacity Building.
QCO training. Each MT group, comprising of Education Data activity, ECZ and INESOR staff, will be
responsible for a language group. Responsibilities include troubleshooting IT and other tablet related
issues, uploading completed EGRAs prior to dispatching to provincial training sits. The QCO training will
occur in Lusaka at one venue but organized into several groups according to linguistic similarities. The MT
will assess QCO performance during training according to their IRR scores and knowledge of the Test
Administration Manual (TAM).
Assessor training. After the QCO training, QCOs, MT and other stakeholders will travel to provincial
training sites to conduct the joint QCO and assessor training based on linguistic groupings. Because QCOs
will have already been trained, they will provide additional assistance to support assessors administer
EGRA and data collection procedures.
In the provinces, QCOs and assessors will have the opportunity to practice conducting EGRAs in local
schools in their respective LoI using tablets. IRR scores will involve assessments against the gold standard,
and training participants that meet or exceed the gold standard and exhibit satisfactory performance will
receive invitations to become QCOs and assessors. Then, QCOs and assessors will prepare for data
collection in their respective teams, beginning with provincial dry runs as outlined in Table 2 below.
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
3TABLE 2. EGRA TRAINING MODEL
TRAINING DESCRIPTION PARTICIPANTS LOCATION DURATION
Training for MTs to ensure quality ECZ, USAID Education
Trainer of assurance across all QCO and assessor Data activity, MSI, Lusaka 5 days
Trainers trainings INESOR
Training for QCOs to administer EGRA
and SSME tools, supervise data collection QCOs, ECZ, USAID,
teams, ensure Test Administration Manual
QCO Education Data activity, Lusaka 5 days
fidelity of implementation, IRR testing and MSI, INESOR, MoGE
procedures, random sampling, and school
procedures.
Training for QCOs/assessors to administer Chipata, Kasama,
EGRA, understand the Test Administration QCOs, assessors, ECZ, Solwezi, Choma and
QCO/ Manual procedures, school procedures, USAID, Education Data Mongu, Mansa, 5 days
Assessor roles and responsibilities, practice activity, MSI, INESOR, Kasama, Kabwe,
conducting EGRA with learners and school MoGE Lusaka and Ndola
procedures
Various provincial
In-person practice administering the EGRA QCOs, assessors, ECZ, training centers and
Dry runs at non-sampled schools in the LoI for USAID, Education Data 2 days
to be determined
QCOs and assessors activity, MSI, INESOR primary schools
CONDUCT DRY RUNS
During the performance period, INESOR with support from ECZ and Education Data activity, will plan
for and carry out dry runs in each of the provinces over two days in at least one or two schools. This will
enable QCOs and assessors to practice administering the Midline EGRA and SSME tools with Grade 2
learners, teachers and headteachers in their respective LoIs. At the end of each day, teams will upload all
data to the server, and ECZ, Education Data activity, and INESOR will review the number of assessments
to ensure school targets are met according to the approved data collection plan.
TASK 4 – CONDUCT EGRA
MIDLINE EGRA DATA COLLECTION TIMELINE
During Year 3, school closures and health risks due to COVID-19 and a pending contract modification to
extend the period of performance beyond October 8, 2021, prompted Education Data activity to conduct
contingency planning. As a result, Education Data activity prepared two data collection timelines. The first
scenario assumes an October – December 2021 data collection during Term 3 of the 2021 School Year.
The second scenario assumes a January – March 2021 data collection during Term 1 of the 2022 School
Year. Originally, Education Data activity sought to implement the second scenario due to school closures
impacting Let’s Read implementation timelines and the project’s inability to conduct work after the
contract end date. After seeking USAID/Zambia input, Education Data activity strives to conduct an
October – December 2021 data collection assuming the contract and Education Data activity partners’
agreements will be successfully extended. Table 3 outlines the timeline for Midline EGRA data collection
and reporting.
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
4TABLE 3. TIMELINE FOR MIDLINE EGRA DATA COLLECTION AND REPORTING*
MONTH SCENARIO 1
Sep 21
Phase 1: Finalize tools, recruitment, and training of assessors and QCOs
Oct 21
Nov 21
Phase 2: Data Collection
Dec 21
Jan 22
Feb 22
Phase 3: Data cleaning, processing, and analysis, EGRA report submission
Mar 22
Apr 22
May 22
Jun 22
Phase 4: Dissemination
Jul 22
Aug 22
Sep 22
* Dates are contingent upon receiving an executed contract modification and USAID approval.
Assumptions and technical considerations for an October – December 2021 Midline EGRA
include that:
• Education Data activity receives an executed modification to extend the period of performance
early in September 2021.
• Schools are opened for data collection occur.
• Actual/implemented school schedule did not enable schools to catch-up during the 2021 school
year, as schools were closed for two months during school year 2021.
• Data collection will not occur after a full school year without further interruptions.
RESEARCH DESIGN OVERVIEW
The Midline EGRA will compare the 2018 Baseline and Midline results to examine differences in learner
outcomes following the implementation of the Let’s Read bilateral activity. In addition to the Midline
EGRA, Education Data activity will select a nationally representative sample from all 10 provinces under
the separate NERS research study. The primary purpose of the NERS will be to separately estimate reading
levels of Grade 2 learners across all 10 provinces that enable comparisons to future nation-wide EGRAs.
The two research studies—comparability of Midline and 2018 Baseline EGRA results in the Let’s Read
target provinces and the NERS—will use the same EGRA and SSME tools and data collection processes.
To ensure sustained assessment planning and implementation by ECZ and MoGE, Education Data activity
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
5will seek a high degree of collaboration and involvement. See Task 7 – Research Studies for more
information on the NERS and Task 5 – ECZ Capacity Building on additional collaboration to sustain GRZ
EGRA efforts.
To ensure the Midline EGRA results are comparable to the Baseline conducted during Term 3 in 2018,
Midline data collection should also take place during Term 3. The Midline EGRA and NERS data collection
is proposed to begin in Q1 FY22 (October-December 2021) for approximately 50 working days. EGRA
implementation timelines may change based on ECZ and USAID planning due to revised school calendars
and schools reopening. During the period of performance, Education Data activity will work in close
collaboration with the MoGE, ECZ and USAID/Zambia to determine the most appropriate timeline to
conduct the Midline EGRA and NERS data collection.
Data collection teams will comprise one QCO and three assessors to conduct up to 20 assessments (ten
girls and ten boys), in addition to the learner, teacher, and headteacher questionnaires and school
inventory checklist for up to 1,300 schools. A 2018 Baseline EGRA team comprised of one QCO and two
assessors. During Midline, teams will receive an additional assessor to accommodate increased EGRA test
administration time due to test equating. A sub-sample of 600 to 800 learners per language among the
sample from the Let’s Read provinces will also complete additional subtasks using the Baseline EGRA tools
to establish reliable, valid, and equitable relationships between Baseline and Midline score scales. Data
collection teams conducting test equating will have an additional assessor to enable data collection to be
completed at each school within one day. Test equating will take place for these subtasks in each LoI:
listening comprehension, syllable fluency, non-word reading, oral passage reading, and reading
comprehension.
The Program Manager and Deputy Program Manager will lead the task, with support from ECZ, MoGE
and short-term technical assistance (STTA) support from MSI, a Research Assistant consultant, Devtech
HO staff, and INESOR. The entire local team will participate in the EGRA data collection as quality
supervisors.
MONITOR DATA COLLECTION
During data collection, ECZ and Education Data activity will monitor data collection through monitoring
trips to schools to observe data collection and remote monitoring using the Myna/Tangerine dashboard
and periodic data downloads of the data. In-person monitoring will ensure that data collection teams are
following administration procedures. Remote monitoring will also ensure that assessments are accurate
and high quality, including but not limited to, checking that assessments are complete, conducted within
regular school hours, and with affirmative child consent recorded. ECZ staff, in conjunction with Education
Data activity staff, will work together to review the incoming data to Myna throughout data collection.
After data collection is complete, Education Data activity will update the EGRA Data Collection
Framework and submit to USAID for review and approval.
TASK 5 – ECZ CAPACITY BUILDING
Education Data activity aims to strengthen the capacity of ECZ to support the transition of approximately
50 percent of EGRA tasks during the Midline EGRA and NERS. To achieve this, Education Data activity
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
6will continue carrying out skills-building workshops initially outlined in the Transition Strategy and Year 3
AWP with ECZ on various EGRA topics. ECZ and Education Data activity will continue discussions to
facilitate the transition of tasks as part of the EGRA Technical Planning Working Group. Also, Education
Data activity will support ECZ in preparing and implementing the NERS by jointly implementing the Midline
EGRA and NERS data collection with logistical support from the local survey firm.
SKILLS WORKSHOPS WITH ECZ
In consultation with ECZ, Education Data activity developed a skills-building workshop plan as part of the
Transition Strategy to increase ECZ skills in prioritized learning areas aligned to EGRA preparation and
implementation. During the performance period, Education Data activity will continue carrying out skills-
building workshops with ECZ, as shown in Table 4..
Table 4. Skills-building Workshops for ECZ by Education Data Activity
TOPICS TO PROPOSED MODE AND RECOMMENDED
NO. RESOURCES RESULT
COVER TIMELINE PARTICIPANTS
In-person workshop in Lusaka; Education Data activity Electronically
Training of
the ECZ Research Unit staff will provide electronic programmed
Trainers on the
who participated in Year 3 tablets for use during the EGRA tools in
use of Tablets
workshops should participate, in training. Myna.
for data 09/2021-
1 addition to staff from the
collection; 10/2021
Information Technology (IT)
Downloading of
department.
data from
Tablets.
In-person workshop to train MT Education Data activity At least five
in Lusaka to co-lead training for will provide electronic trained ECZ
QCO and assessors in Lusaka tablets for use during the staff as MTs.
and in provincial centers if training.
EGRA Training 10/2021- applicable. The ECZ Research
2 Unit staff who participated in
of Trainers 11/2021
the 2018 National Assessment
Study (NAS) and Baseline EGRA
should participate.
In-person training for Education Data activity 90 trained
QCOs/assessors to administer will provide resources for QCOs; 270
EGRA to understand the Test use during the training. trained
Administration Manual assessors; and at
EGRA QCO procedures, school procedures, least five trained
10/2021-
3 and Assessor roles and responsibilities, ECZ staff as
11/2021
Training practice conducting EGRA with MTs.
learners and school procedures.
In-person workshop in Lusaka; Laptops with STATA 16 Midline EGRA
the ECZ Research Unit staff software. and NERS
Data cleaning
who participated in Year 3 Datasets.
and Analysis –
12/2021- workshops focused on data
4 Part II – Midline
01/2022 visualization in STATA should
EGRA and
participate.
NERS.
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
7Given COVID-19 guidelines to minimize physical contact and practice social distancing, some workshops
may follow an in-person and virtual approach. As permissible, ECZ and Education Data activity staff will
attend in-person to maximize workshop learning and communication while having virtual or in-person
support and attendance from STTA, FO, and other HO staff, as feasible
WORKSHOP 1: DATA CLEANING AND ANALYSIS
Education Data activity will conduct a skills workshop on preparing raw data for analysis and analyzing
data using STATA that aligns with EGRA best practice standards. Education Data activity staff will guide
participants through the data cleaning and preparation process by collaboratively cleaning and analyzing
NERS and Midline EGRA data. STTA will conduct the workshop with support from the Program
Manager/Team Lead, Deputy Program Manager and DevTech HO Program Manager.
WORKSHOP 2: ELECTRONIC DATA COLLECTION
To jointly plan and coordinate with ECZ technical and IT staff to support EGRA implementation, Education
Data activity will conduct a workshop on how to train assessors on the use of tablets for data collection.
As part of the training, ECZ Research Unit and IT staff will program the Midline EGRA tools into Myna
and support the setup of the monitoring dashboard and the tablets for data collection.
WORKSHOP 3 & 4: EGRA TRAINING OF TRAINERS AND QCOS AND ASSESSOR TRAINNING
In alignment with the Transition Strategy, Education Data activity, in partnership with ECZ and the local
survey firm will co-lead the QCO and assessor training. To prepare ECZ Research Unit staff to carry out
the trainings in partnership with Education Data activity and the local survey firm, workshop 3 will be a
Training of Trainers (Training of Trainers) for MT to be conducted in Lusaka. Table 3 provides further
information on the full training model for EGRA. MTs will comprise ECZ, local survey firm, and Education
Data activity staff for a group of approximately 15 individuals. Technical experts with experience
conducting EGRA in Zambia will facilitate the ToT with training on EGRA administration policies and
procedures, SSME and EGRA assessment tools, data quality procedures, the TAM and risk mitigation
strategies.
TRANSITION OF EGRA TASKS TO ECZ
The Midline EGRA is planned to begin in Q4 FY21 – Q1 FY22 with data collection from November to
December 2021. Education Data activity, with input from ECZ, developed a revised 2021 Transition Strategy
outlining the methodology to transition roughly 50 percent of EGRA tasks to ECZ for the Midline EGRA.
The updated Transition Strategy outlines key ECZ and Education Data activity responsibilities until
December 2022, or when the project will demobilize. Education Data activity will continue to collaborate
with USAID and ECZ to ensure ECZ continues to strengthen its capacity and effectively carry out these
tasks.
Per the Activity Monitoring, Evaluation, and Learning Plan (AMELP), Education Data activity will continue
to evaluate ECZ’s capacity in all EGRA tasks per the established M&E schedule, and, as needed, the results
will inform adjustments to skills-building workshops to ensure the target key skills gaps. Skills-building
activities aim to strengthen ECZ Research Unit staff’s technical capacity across EGRA tasks to ensure they
have the skills set required to independently conduct large-scale EGRAs in the future.
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
8TASK 6 – EGRA DISSEMINATION
Upon completion of the Midline EGRA and after USAID has approved the report, Education Data activity
in collaboration with MoGE and ECZ, will conduct ten EGRA dissemination workshops, one in each
province. Dissemination workshops the provincial level will ensure a wider reach and more effective
dissemination events as it will provide key stakeholders in the provinces an opportunity to participate in
the workshops. Key stakeholders include MoGE officials at various levels, i.e., provincial, district, zonal
and school levels. Education Data Activity will also plan for two additional dissemination workshops in
Lusaka, one specifically for implementing partners, the PS from MoGE, officials from various MoGE
Directorates and ECZ officials and another for USAID and Education cooperating partners. Furthermore,
Education Data Activity will utilize other opportunities such as the Project Co-ordinating Committee
(PCC), the Education Working Group (EWP) and others.
Education Data activity with ECZ and MoGE support will plan the dissemination workshops at the
provincial- and district-levels. Education Data activity will prepare contextually relevant information from
the Midline EGRA to share with stakeholders at the provincial level. During the dissemination workshops,
Education Data activity will share hard copies of infographics specific to each province and the full report,
and a flash drive with soft copies of all materials, including presentations. Education Data activity anticipates
conducting these dissemination workshops from May-July 2022 and will share a detailed schedule of the
dissemination workshops that will include concrete dates, venue, and attendees across the various
dissemination workshops after the data collection is complete.
TASK 7 – RESEARCH STUDIES
Education Data activity will conduct the End line ECE Research Study, NERS, and disseminate the Baseline
ECE Research Study results to local stakeholders.
BASELINE EARLY CHILDHOOD EDUCATION RESEARCH STUDY DISSEMINATION
In Year 2, Education Data Activity conducted the Baseline ECE study. The study established baseline levels
of learner scores and teachers’ pedagogies at the beginning of ECE and examined differences in skills
between Grade 1 learners who participated in ECE and those that did not. Education Data activity used
the Measurement of Early Learning Environment Module (MELE) research protocol for ECE teacher and
classroom observations and Save the Children’s International Development of Early Learning Assessment
(IDELA) research protocol to assess learner performance and school readiness.
In Year 3, Education Data Activity in collaboration with ECZ, the Directorate of ECE, and the Centre for
Promotion of Literacy in Sub-Saharan Africa (CAPOLSA), UNZA planned three major dissemination
events in Lusaka, Western and Eastern provinces. Education Data activity successfully conducted the
dissemination workshop in Lusaka. However, due to the COVID-19 pandemic and MoH and MoGE
restrictions on gatherings and travels, Education Data Activity postponed the provincial dissemination
workshops. In year 4, Education Data Activity will conduct the two remaining dissemination workshops
in Western and Eastern provinces contingent on the COVID-19 pandemic.
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
9ENDLINE ECE RESEARCH STUDY
Education Data Activity will conduct the ECE End line Research Study with ECE learners at the same 52
schools assessed during the Baseline ECE study. The purpose of the End line ECE study is to assess
differences in Grade 1 learners that did and did not receive the Let’s Read Project ECE intervention.
Previously, the study was scheduled for January – March 2021. Due to school closures caused by COVID-
19, the Let’s Read project was unable to conduct the ECE intervention leading to the decision to postpone
until Let’s Read can implement. Additionally, the health and safety concerns due to the prevailing COVID-
19 situation meant that data collection could not occur in December 2020 as originally planned. The
proposed timeline to conduct the ECE study is January-March 2022. Due to the COVID-19 pandemic,
schools closed, and this impacted the Let’s Read interventions with ECE teachers. Conducting the ECE
End line Research Study at the beginning of 2022 increases the probability that learners receive more of
the Let’s Read intervention and overall learning time.
Due to the change in the period for conducting the ECE End line Research Study, Education Data Activity
has lost the initial cohort of ECE learners assessed at baseline. It will no longer be possible for Education
Data activity to examine the same ECE learners sampled during Baseline as these learners are now in
Grade 2. During the period of performance, Education Data activity, CAPOLSA, the Directorate of ECE,
and ECZ will review and revise the research questions as needed to adapt to Let’s Read intervention
timelines. Table 5 below outlines a tentative plan for the ECE End line Research study.
TABLE 4. PLAN FOR ECE ENDLINE STUDY
Phase Dates Activities
Seek concurrence on End line ECE Research Study design
between Education Data activity, USAID, CAPOLSA, MoGE and
ECZ
Planning Nov 2021 Preparations for assessor training
Develop and finalize data collection plans with CAPOLSA
Update IRB approval depending on timeline
Conduct assessor training
Training Jan-22
Finalize recruitment of short-term QCO and assessor contracts
Classroom observations, teacher surveys and learner
Data collection Feb-Mar 2022
assessments in the same 52 schools assessed at Baseline
Clean MELE and IDELA data
Data analysis April-May 2022
Conduct qualitative and quantitative analysis
An initial End line ECE Research Study report shared with
Report Writing June-August 2022
USAID for feedback
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
10Dissemination Sept-Oct 2022 Report results shared at the national and provincial level
NATIONAL ESTIMATES RESEARCH STUDY
The NERS will provide national baseline literacy levels for all ten Zambian provinces and establish literacy
levels at the national-, provincial-, and language-levels. While the NERS will provide national literacy levels,
the study will specifically focus on the additional provinces that do not receive the Let’s Read Project
intervention. These provinces are Lusaka, Central, Copperbelt, Luapula, and Northern provinces. As part
of Education Data Activity’s Transition Strategy, ECZ is expected to take responsibility for at least 50
percent of all EGRA tasks for the Midline EGRA and NERS. The purpose of the NERS is to provide reliable,
current, high-quality literacy performance data to “inform policy for curriculum development and
instruction for all the ten provinces in Zambia” (ECZ, NERS Concept Note). Like the Midline EGRA
comparing learner performance levels from Baseline to Midline in the five Let’s Read target provinces, the
NERS will coincide with the Midline EGRA using the same instruments, training and data collection
procedures and implementation timelines. The NERS has three objectives:
1. Assess learners’ reading skills in the local language of instruction.
2. Investigate the ability of Grade 2 learners to correctly identify letter sounds: and
3. Examine how individual, school-related, and socioeconomic factors correlate with reading scores
in the seven LoIs.
SAMPLE
In Year 3, Education Data Activity in collaboration with MSI conducted a sampling methodology workshop
for ECZ. The training focused on various sampling methodologies, how to calculate and apply sampling
weights in STATA, and how to draw a randomized representative sample. With this knowledge, ECZ and
Education Data Activity, with support from MSI, drew the NERS sample. The sample consists of 491
randomly selected schools across the 10 provinces. In Year 4, ECZ with support from Education Data
Activity will conduct data collection in these schools. Table 7 summarizes the sampled NERS schools by
province and language.
TABLE 6. NERS SAMPLE BY PROVINCE AND LOI
Lunda
PROVINCE /
Chinyanja Chitonga Chiyanja Ichibemba Kikaonde Lunda Luvale and Silozi TOTAL
LANGUAGE
Luvale
Central 17 11 28
Copperbelt 16 16
Eastern 64 64
Luapula 13 13
Lusaka 38 3 41
Muchinga 9 12 21
North Western 53 58 49 9 169
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
11Northern 18 18
Southern 35 35
Western 86 86
TOTAL 102 55 9 70 53 58 49 9 86 491
ASSESSMENT TOOLS
Education Data Activity and ECZ will use the revised, adapted, and validated Midline EGRA tools in each
LoI to assess learners as part of the NERS. Each EGRA tool contains eight subtasks: (1) letter-sound
identification; (2) syllable fluency; (3) nonword reading; (4) oral reading fluency; (5) reading
comprehension; (6) listening comprehension in the LoI; (7) English listening comprehension; and (8) English
vocabulary. Similarly, the NERS will use similar SSME tools for the school profile and headteacher, teacher
and pupil questionnaires. Education Data Activity will remove questions related to the Let’s Read project
for NERS sampled schools.
CRITICAL ASSUMPTIONS AND RISKS
The successful implementation of the Year 4 AWP is contingent on key assumptions. The schedule for
activities and deliverables may be affected or approaches to executing certain tasks may change if these
assumptions are not met. The following are key assumptions identified to mitigate their associated risks.
CRITICAL ASSUMPTIONS
1. CONTRACT MOD IS APPROVED ON TIME: The current project closing date is October 8, 2021. The
current AWP for FY 2022 is prepared on the assumption that a modification is signed to extend the period
of performance until December 2022. Although a modification is being worked on to extend the period
of performance of the Education Data activity, DevTech cannot commit funds through contracts that
exceed the performance period, that is, that cover activities after closing. As the project approaches the
close of FY 2021, the time remaining to conduct EGRA preparations before data collection, i.e., staff
preparation, training, etc., has been significantly reduced and could limit project capacity to complete the
EGRA within the proposed timeline.
2. MUTUAL UNDERSTANDING AND AGREEMENT: Education Data activity’s successful implementation
relies on the mutual understanding and agreement between USAID and MoGE on the approach and
timelines for major activities. For example, project implementation requires mutual understanding and
agreement on EGRA implementation timelines, geographical EGRA coverage, meeting modalities, and
travel schedules. If this assumption does not hold, Education Data activity risks not being able to implement
EGRA tasks on time, as many EGRA tasks are sequentially dependent on one another. Further, Education
Data activity risks missing critical timeframes to implement tasks that may compromise the research
design.
3. ECZ COMMITMENT TO EGRA: EGRA remains a MoGE priority and ECZ remains committed to
transitioning approximately 50 percent of EGRA all EGRA tasks to ECZ. Such tasks include participating
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
12in skills-building workshops, and planning and implementing all EGRA activities. To this end, ECZ remains
committed to dedicating personnel, time, and resources to be dedicated throughout the entire
performance period, including transitioning all EGRA tasks fully to ECZ to implement future large-scale
EGRAs.If this assumption does not hold, , Education Data activity may face significant delays in
implementation of the ECZ skills training workshops, leading to a revision of some of the roles and
responsibilities to transition to ECZ for the Midline EGRA. Further, should ECZ not remain committed
to EGRA generally and/or transitioning all EGRA tasks to ECZ, ECZ will not be prepared to conduct large-
scale EGRA assessments in the future, which may lead to unreliable or a lack of quality literacy data. While
Education Data activity is fully responsible for ensuring the Midline EGRA and all other contractual
deliverables, it is also the Activity’s responsibility to prepare ECZ staff to carry out tasks as agreed and
encourage their commitment to attend the skills training workshops ahead of the transition.
4. PROVINCIAL- AND DISTRICT-LEVEL COOPERATION: MoGE and ECZ support is important to secure
the cooperation of provincial- and district-level education offices and officials for carrying out the Midline
EGRA, NERS, and End line ECE data collection during the performance period. The work plan requires
cooperation and exchange of information with all ten PEOs and DEBS offices. If this cooperation does not
stem from MoGE and ECZ to the provincial- and district- levels on time, conducting data collection will
become a challenge.
5. EDUCATION SECTOR STAKEHOLDER COORDINATION & ALIGNMENT: Because there are various
stakeholders in Zambia working to improve education outcomes, including government, multilaterals,
private sector, and local and international NGOs, awareness of and communication with various
stakeholders is needed to avoid duplication of efforts and ensure alignment. For Education Data activity,
alignment of efforts connected to the Midline EGRA and the Early Childhood Education Research Study
is of critical importance. For example, because Education Data activity evaluates Let’s Read, Education
Data activity must align SSME questionnaires with Let’s Read offered trainings and available resources at
schools to understand how schools are implementing the intervention. Likewise, World Vision and Right
to Care Zambia have both used the ECE Endline IDELA research tool in Zambia. As multiple organizations
have used the same tool, it is critical that Education Data activity does not duplicate research and offers
unique findings for ECE centres.
6. EGRA PLANNING AND IMPLEMENTATION CARRIES NO HEALTH OR SAFETY RISKS: While the pandemic
continues to be of concern, Education Data Activity assumes that no other natural disasters, political
issues, or policy changes will occur and that health conditions will continue to improve. Under this
assumption, the ability to travel to or within Zambia and be in physical proximity to schools and learners
to conduct assessments will be possible. Timely execution of Education Data activity tasks requires the
travel of both international experts to Zambia and data collection teams within Zambia. If the COVID-19
global pandemic is not controlled, it will prevent travel, elevate health risks to all participants involved or
potentially contribute to viral infection rates, thereby affecting implementation of the activities planned
for the performance period. Accordingly, Education Data Activity assumes that conducting the Midline
EGRA is feasible and carries minimal to no safety or health risks due to political, global or health
circumstances outside the activity’s control. Similarly, other events, including natural disasters and health
outbreaks throughout Zambia or in select districts, may lead to delays or changes to dissemination events.
7. MOGE CHANGES IN THE SCHOOL CALENDAR WILL NOT SIGNIFICANTLY IMPACT ACTIVITIES: While
additional changes to the school calendar may occur as the MoGE seeks to normalize the school terms,
USAID EDUCATION DATA ACTIVITY: IDIQ AID-OAA-I-14-00057-ABE ACR
YEAR FOUR WORK PLAN CONTRACT 72061118C00005
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