Creative Overview:
Creative Associates International is a dynamic, fast-growing global development firm that specializes in education, economic growth, democratic institutions and stabilization. Based in Washington, D.C., Creative has a field presence in more than 25 countries with a strong client portfolio that includes the U.S. Agency for International Development and the State Department, among others. Since its founding in 1977, Creative has earned a solid reputation among its clients and is well-regarded by competitors and partners alike.
Program Overview:
The Government of Ethiopia is committed to improving early grade reading outcomes. Building on the successful partnership to improve academic performance and reading achievement, the Government of Ethiopia and the U.S. Agency for International Development (UASID) launched a new initiative to raise the reading proficiency of 15 million children by 2022. The five-year, USAID-funded READ II is intended to boost the quality of literacy instruction and student support, reaching out to children at risk of failure and dropout caused by cognitive, emotional and physical effects of hunger, violence, and displacement. READ II supports the Government of Ethiopia’s Education Sector Development Plan (ESDP-V) to improve educational quality by providing learning-supportive environments for Grades 1-8 students in Mother Tongue and English classes, while the Ministry of Education (MoE) plays a key guiding role. READ II’s capacity building activities targets the Ministry, REBs, zones as well as Education offices and structures at Woreda levels.
READ II’s activities are concentrated in five target regions where Amharic, Afaan Oromo, Af-Somali, Hadiyyisa, Sidaamu Afoo, Wolayttatto, and Tigrigna languages predominate. The project is implemented by Creative Associates International as a prime partner together with different international and local organizations.
Position Purpose:
In READ II, knowledge management and CLA have three different purposes, (1) to generate knowledge, (2) to connect READ II staff and other key stakeholders with the knowledge they need on decision related to early grade reading and writing and (3) to facilitate learning and adaptive management in READ II interventions in particular and in reading and writing project/programs planning and implementation in general.
The early grade reading document seeks “good enough” review to capture information about the early grade reading studies and assessments conducted in Ethiopia and other countries where early grade reading interventions have become a priority. The review integrates key methodological elements through document reviews and interviews with key stakeholders and READ II staff. In addition, this activity will provide key information for READ II planned activity Collaborative Learning and Adaptation through providing information for network analysis and mapping in early grade intervention.
Based on the timeline and particular needs of READ II, this review will roll-out in several phases: (1) interviews with key stakeholders and READ II technical staff to identify key issues and concerns in early grade reading assessment, (2) desk reviews on early grade reading literatures and studies to inform the planned READ II learning agenda identification workshop, (3) refined questions and areas of focus for further assessment and analysis (coming out of the gaps identified through the document review), and (4) key stakeholders identification to inform READ II network mapping .
Scope of Work for the Learning Agenda Prioritization on Early Grade Reading
Purpose of this assignment
This SoW covers the first two phases of the knowledge management document review: (1) interviews with key stakeholders and READ II technical staff to identify key issues and concerns in early grade reading (2) desk reviews on early grade reading literatures and studies ( See table under key deliverables). The desk review will help READ II and key stakeholders to understand at the portfolio level of available studies including key findings, recommendations, existing sources of knowledge related to early grade reading and how these correlates and complement each other to inform planning and policy decisions. In general, this is a process that will establish READ II’s CLA and learning agenda activities.
The planned workshop on learning agenda identification will help inform the subsequent primary research needed to inform activities, with a focus on issues related to expected READ II deliverables on policy briefs.
The knowledge management review basically adheres with two methodologies; content analysis and interview with key stakeholders; as deemed necessary; usability assessment on the implementation of the previous recommendation in early grade reading and mapping to identify opportunities, bottlenecks and drawbacks might be included as a method.
Review Questions
To inform READ II knowledge management and CLA design, overall questions might include the following:
These questions will be more specified and further refined through discussions with the selected consultant.
Methods and Approaches
The SOW and review questions will be answered through document reviews and interviews with different stakeholders; such as READ staff, donors and government counterparts. READ II would aim to leverage expertise and knowledge collected to date as well as the large presence of actors in early grade reading and writing intervention in Ethiopia[2].
Roles, responsibilities, deliverables and time frame
The review team will work together with READ II MEL and technical staff to carry out the desk review. Each phase will be accompanied by a brief introductory activity, so that all stakeholders engaged will have understanding on the intent and purpose of the activity.
Roles and Responsibilities
The consultant
· Carefully review all documents and submit a summary report.
· Submit reports and deliverables as per the delivery summary template and procedures prepared by READ II.
· Avail on call and as scheduled for discussions with the focal person and READ II MEL as necessary
· Design interview guide for in-depth interview with key stakeholders and do net mapping of key stakeholders.
· Conduct interview with identified key focal persons from READ II, government stakeholders and from the donor community.
· Summarize and submit report as per the deliverable template prepared by READ II This includes all the results of the document review and summery report on interview results.
· Submit progress report regularly to track progress and provide updates on key developments.
Time-frame
The time frame for the assignment will be a total of 30 working days.
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