Zoom Logo

BEC-GRN Webinar: Learning and Adapting on Reading Programs during COVID-19 - Shared screen with speaker view
Musharraf Tansen
43:13
Hello All, greetings from Dhaka, Bangladesh
Angela Keenan
43:15
Hello everyone, Angela Keenan, MEL for GEC EThiopia
Renata Nikijuluw
43:48
Greetings. I'm Renata from Pattimura University, Maluku Indonesia. Here already 12 am October 7th, 2020.
Hindy Mohammed
43:54
Hi all. Greetings, I’m Hindy Mohammed from Richmond, London UK
Margaret (Peggy) Dubeck
44:02
Hello everyone, This is Peggy Dubeck from the Global Reading Network/RTI International. Joining from DC.
Sandra Thomas
44:19
Hello everyone. I am Sandra Thomas from the Caribbean island, Grenada.
Joe DeStefano
44:26
Hi Emily Miksic!
Renan Rapalo
44:51
Hi all. Renan Rapalo, USAID Honduras
Ethel Sakitey
45:01
Hello Everyone, I am Ethel Sakitey, Worldreader Ghana
Will Clurman
45:13
Hello all, Will Clurman from eKitabu in Nairobi
Paige Morency-Notario (Basic Education Coalition)
45:51
Welcome once again everyone! We ask that you stay on mute and turn your video off until we get to the audience Q&A portion of the agenda. Thank you!
Paige Morency-Notario (Basic Education Coalition)
46:40
Agenda:• BEC & GRN intros• Learning• Adapting (M&E approach)• Adapting (program approach)• Audience Q&A• Key takeaways• Closing remarksPlease find the intervention summaries at the following links, which likely contain many of the answers to your questions around the program, school details, evaluation/assessment methods, etc.FHI 360: https://drive.google.com/file/d/1KtXiit7Yqjqt1PF0y3OBZAIWHirdSPhc/view?usp=sharingJuarez and Associates: https://drive.google.com/file/d/1cOlJTSy0u3tWbxQS48SYkh07u6kts0i6/view?usp=sharingRTI International: https://drive.google.com/file/d/17Ctq1QO-DUQCm-WxXgP__ka7qN85C4DT/view?usp=sharingSTS International: https://drive.google.com/file/d/1e6R_q64Fi0Ua-flDMOdW8LVNSWYGa6cm/view?usp=sharing
Megan Mercado
49:25
Sorry to have to ask this – what does CLA stand for?
Paige Morency-Notario (Basic Education Coalition)
49:35
Collaborating, Learning, and Adapting
Megan Mercado
49:44
Thanks
Paige Morency-Notario (Basic Education Coalition)
49:53
No problem! We welcome all questions via this chat.
Ashley Stone
51:14
@Megan Mercado in case these help! https://usaidlearninglab.org/qrg/understanding-cla-0 and https://usaidlearninglab.org/cla-toolkit
Paige Morency-Notario (Basic Education Coalition)
51:25
As we move to presentations and panel discussions, please drop your questions into this chat. If you're able to indicate the name of the presenter or the name of the organization to whom you're posing your question, that would be great!
Mary Anderson
54:44
Some of you might be interested in this webinar, Zooming Ahead Creatively: https://www.eventbrite.co.uk/e/zooming-ahead-creatively-enhancing-literacy-practice-and-research-tickets-118725125045
HETAL THUKRAL
54:46
if attendees can please turn off video until the audience question portion, that would be appreciated!
HETAL THUKRAL
01:00:36
hi everyone-I'm the co-chair of the BEC M&E working group and will be moderating the audience discussion. Please drop your questions here!
chrystal Holt
01:01:41
For FHI360 - were children involved in the monitoring at all or were questions posed to caregivers only (what age range of children was the programme targeting)
Amadou lamine Ndiaye
01:01:55
Do you monitor kids' performance evolution? How?
Joe DeStefano
01:02:48
Did you try to collect any data other than self-reported data by caregivers? For example, any other means to objectively monitor activities within homes?
Annie Smiley
01:02:48
Hi Crystal! The program targets children aged 6-15. The monitoring calls targeted caregivers, and a separate phone-based assessment (not discussed here) targeted the pupils.
chrystal Holt
01:03:12
Thanks Annie!
julia McGeown
01:03:35
hi . I wondered if there were any children with disabilities in the programme? If so, what were their challenges in accessing the information and distance learning? Very interesting example by the way.
Yacouba DJIBO ABDOU
01:03:35
FHI360: Is it the monitoring target all the students' parents? A survey? What can be lessons learnt from the monitoring? Sustainable?
chrystal Holt
01:04:52
FHI360 -was there any work done to analyse how children performed if their parents were less engaged in their learning e.g. caregivers not able to access the SMS texts due to low literacy levels
Annie Smiley
01:05:38
Hi Amadou, we have struggled to monitor children's performance due to the inability to access children directly and the lack of technology infrastructure. We have been working on administering a phone-based learning assessment with a sample of kids, but so far have only completed one round of data collection and so have not yet measured change over time.
Cosnat Ntenje
01:06:47
FHI360- you are dealing with 70k care givers to be supported by a cadre of facilitators. How effective is the support provided and what challenges are being faced? What is the literacy level of the caregivers and do you see this as a sustainable model in future to provide additional support to learners beyond COVID-19?
Angela Keenan
01:06:52
Do you know the reason for the slowdown in reading comp?
Angela Keenan
01:06:57
and speed up in coding etc. ?
Siena Fleischer
01:07:37
Gracias Leslie!
Annie Smiley
01:07:43
Hi Joe, we have not done any in-person observational data collection during the pandemic, due to lack of resources and access challenges in general (this is always a challenging access environment even without COVID-19). Our monitoring approach has been limited (so far) to direct phone calls and SMS with caregivers and parents.
Fernando Rubio
01:08:01
No exactly. Progress is being achieved, but not enough for bringing all students to use reading for learning
Eunice Kua
01:08:30
@juarez gp - what next steps/improvements in early grade reading do you think are needed to allow the children to access the academics needed in the later grades?
Avinash Kulkarni
01:08:37
Hi This is Avi Kulkarni from Blue Planet Solutions Inc. USA. +1 973 568 0605. We are working on a reading programs called Readers and Elders in India. I would like to connect to other in the meeting. avi@blueplanetsolutions.com.
Julianne Carlson
01:09:12
For Juarez & Associates- I apologize if I missed this, but was oral or reading comprehension assessed in students’ L1 or just in Spanish?
Dinesh Sanjel
01:09:41
What are key activities conducted to support second language learners in bi-lingual context? How is mother tongue and Medium of instruction in bilingual context balanced?
Annie Smiley
01:10:22
Hi Yacouba, the monitoring system is integrated into the mentoring/coaching support phone calls that learning facilitators make to teachers, so it is a census approach - we call all caregivers for whom we have functional phone numbers. A huge lesson learned is on the importance of developing and maintaining a functional database of phone numbers. Fortunately in this context, most pupils are able to provide a phone number (though not all).
Cosnat Ntenje
01:10:39
this q
chrystal Holt
01:10:40
For RTI, how much smart phone coverage was there especially amongst the older caregivers - the grandparents to be able to support their children with learning
Analice Schwartz
01:11:54
could you share the facebook page you were posting the activities?
Leslie Rosales
01:12:08
Julianne . It was measured in both languages
Fernando Rubio
01:12:10
We have moved to work on reading comprehension with bigger emphasizes. Given that fluency is being achieved, and progress is being made, it seems clear that reading comprehension needs more work. Vocabulary seems to be particularly important in bilingual settings
julia McGeown
01:12:19
yes, it sounds very interesting. it is accessible ?
Analice Schwartz
01:12:37
what was the strategy to promote the use of facebook as resource in Cambodia?
Christy Fellner
01:12:43
video
julia McGeown
01:12:44
video
Angela Keenan
01:12:48
the 2nd
Angela Keenan
01:12:53
video readings
julia McGeown
01:12:56
great
Cosnat Ntenje
01:13:55
This Question goes to both FHI 360 and RTI. What percentage of learners can be reached through telephone follow up with caregivers? What is your assessment on the effectiveness of this model as compared to the classroom based learning?
Eunice Kua
01:14:31
@RTI in Cambodia is FB used more than WhatsApp or other social media? was FB chosen due to the ministry FB page already being there?
Analice Schwartz
01:14:36
how was this communication among parents and other social media was mediated?
Annie Smiley
01:14:47
Hi Julia, although some children with disabilities participate in our non-formal learning centers, what we've learned is that disabled children and those who are traditionally more marginalized (including girls) are actually more likely to be able to access home learning opportunities, and appear to be participating. This is something we're planning to dig into in more depth going forward.
Fernando Rubio
01:14:49
In the baseline, at first grade entry time, oral reading comprehension was assesed. On second and third grade, a paper and pencil standard test was used.
Fernando Rubio
01:15:45
You can find details from the model in our website, under publications, www.usaidlea.org
Rachel Jordan
01:16:46
@Cosnat- great question! We were only reaching caregivers, and for support (not so much data collection). We were able to reach all parents by phone, roughly 42% through facebook messenger.
Annie Smiley
01:18:09
hi Chrystal, we are very interested in this question of how parental engagement is related to the performance of pupils, but we don't yet have the data to answer it due to challenges in assessing pupil performance via phone. We're working on this, and hope to have the data soon.
Rachel Jordan
01:18:26
@Analice- we sent parents on FB messenger links to the national reading program's page each day - this got them in the habit of going to the page to get materials. As I noted, though, even when you get people to "Like" your FB page, you have to post very frequently, so that parents are exposed to these materials often on FB - to get more people really viewing these materials.
Leslie Rosales
01:20:01
Here is our full report: http://www.usaidlea.org/images/1._Resumenes_de_politicas_educativas_2018_-ingle_s-.pdf
Rachel Jordan
01:20:19
@Eunice- this is a really good question! While WhatsApp is used, a 2016 technology survey in Cambodia noted the high prevalence of FB use. And, as you note, the Ministry had also endorsed Facebook as a preferred platform, establishing the National EGL program page there.
Rachel Jordan
01:20:44
Here is the link to the National Learning Program's page:
Aimee Reeves
01:21:00
You can learn more about these All Children Reading: A Grand Challenge for Development projects and the role of ICT in early grade education in the final report produced by STS: https://allchildrenreading.org/wp-content/uploads/2019/07/Summative-EdTech-for_Literacy-Web-2.pdf
Rachel Jordan
01:21:07
facebook.com/123komar
Joe DeStefano
01:21:40
For StS - are those differences (top bottom, and left to right) in your chart statistically significant?
Fernanda Gandara
01:22:16
only top/bottom
Fernanda Gandara
01:22:27
The left to right were not significant
Fernanda Gandara
01:22:38
So, a simple effect and no interaction
Joe DeStefano
01:22:43
so SES matters, not access to ICT.
Fernanda Gandara
01:22:55
in this case, and according to the way we defined it, yes.
Eunice Kua
01:23:03
@STS - feature phone vs smartphone?
Fernanda Gandara
01:23:30
so, we didn't have that question for all datasets so we could not analyze that difference
Cosnat Ntenje
01:26:38
School-to-school - How did you incorporate Learners with special education needs in your research. Did you see any significant variations among students with special education needs vs other students?
Rachel Jordan
01:27:26
@Chrystal- This is a big factor at play, indeed- overall smart phone/internet penetration in Cambodia is roughly 50% -- but we've found it much easier to engage parents, and that getting to the grandparents, older relatives and siblings who may be caring for children is a greater challenge - literacy coaches, in these cases, will make phone calls instead
Annie Smiley
01:27:31
@Cosnat: We have functional phone numbers for about 70% of learners; the rest either are in non-accessible parts of the Northeast (no mobile or radio coverage, and we are reaching them instead with home learning kits) or just don't have a phone. This model of providing mentoring via phone calls appears to work pretty well as a supplement to radio/home learning kits, given that this is a conflict environment with a very high level of out of school children even in non-COVID times. And may even provide a decent model as a complement to in-person schooling when schools resume.
Fernanda Gandara
01:28:18
Hi - we did not look at @SWDs data, but there are certainly implications for the analysis if you are working with SWDs.
Precious Inspire Organization School
01:28:45
@STS-can your strategies be replicated in other countries through collaboration with NGOs and CBOs working on improving reading across the globe?
Paige Morency-Notario (Basic Education Coalition)
01:28:48
Just a friendly reminder to take a look at the intervention summaries at the following links, which likely contain many of the answers to your questions around the program, school details, data collection methods, key learning and adaptation, etc.FHI 360: https://drive.google.com/file/d/1KtXiit7Yqjqt1PF0y3OBZAIWHirdSPhc/view?usp=sharingJuarez and Associates: https://drive.google.com/file/d/1cOlJTSy0u3tWbxQS48SYkh07u6kts0i6/view?usp=sharingRTI International: https://drive.google.com/file/d/17Ctq1QO-DUQCm-WxXgP__ka7qN85C4DT/view?usp=sharingSTS International: https://drive.google.com/file/d/1e6R_q64Fi0Ua-flDMOdW8LVNSWYGa6cm/view?usp=sharing
Aimee Reeves
01:29:36
@Cosnat - the two projects that Mark and Fernanda from STS presented on were implemented in mainstream schools. You can see about ICT approaches that work for CWD here: https://allchildrenreading.org/wp-content/uploads/2019/07/Summative-Disability-Web-4.pdf
Aimee Reeves
01:29:55
and here: https://allchildrenreading.org/wp-content/uploads/2019/07/R3_EnsembleMedia_SchoolToSchool_IDRTReport_digital_lowres.pdf
Fernanda Gandara
01:30:30
I do not see why not!
julia McGeown
01:32:50
Thanks for the information about ICT approaches for CWD. We also work on this issue in reading programmes in various countries, such as Nepal and Laos. So it's good to hear about some other examples.
Paige Morency-Notario (Basic Education Coalition)
01:33:15
Here are the questions the presenters are currently answering:
Paige Morency-Notario (Basic Education Coalition)
01:33:18
What are your recommendations around adapting M&E approaches? (e.g. sample, measurement, collection process, etc.)
Paige Morency-Notario (Basic Education Coalition)
01:33:30
What were your main M&E adaptation challenges and how did you attempt to confront them (or work around them)?
Odala Banda
01:35:28
What sort of support was provided to students with disabilities for them to continue learning during COVID-19?
Cosnat Ntenje
01:35:57
@Aimee Reeves - I thought the assessments were conducted in inclusive learning environment. In Malawi most CWD learn together with other learners. Thanks
Fernando Rubio
01:36:08
I want to underscore that finding progress is not enough, even if said progress is highly significant, with large effect sizes. Progress must be high enough to actually allow to read for learning.
Joe DeStefano
01:37:25
@Fernando - Amen!
Douglas Bell
01:37:41
will the link to this recording be shared? thanks
Kirby Henslee (BEC)
01:38:02
yes!
Anastasia Caphart
01:38:04
How can census be useful when you have countries that do not adhere to census.
John Simpson
01:38:40
@Mark SMS - hi! Maybe consider the barefoot researcher / enumerator (where covid regs permit) re engaging those in lower LH quadrant
Fernanda Gandara
01:38:42
The suggestion is more towards examining what is out there. When there is census surveys/large scale surveys you can look at those. But of course, this is contingent to what is out there.
Paige Morency-Notario (Basic Education Coalition)
01:38:48
The presenters are now answering these questions: How did you adapt your programming based on what you learned?What program adaptation challenges did you encounter and how did you attempt to confront them (or work around them)?
Anne Sellers
01:38:49
Mark, would it be possible to share a link to the UNESCO survey questions you mentioned? Thanks!
Precious Inspire Organization School
01:39:35
Precious Inspire is a young organisation based in Ghana who seeks to inculcate the habit of reading among children. Listening to you all, I've realised that there are alot of opportunities and help that can be offered to children more especially during and beyond COVID 19. How then can Precious Inspire collaborate with you all in order to implement some of your strategies?
Dr. Felicia Wilson Young
01:42:04
Dr. Felicia Wilson Young Deputy Director of USAID/HCTM/Staff Care (soon to be Ed./Youth/Yali Team Lead in Southern Africa)
Jummai Sarki
01:43:37
Jummai Sarki, Teacher Education Specialist NEI+ Nigeria
Paige Morency-Notario (Basic Education Coalition)
01:45:01
Nura, from FHI 360, is still answering these questions: How did you adapt your programming based on what you learned?What program adaptation challenges did you encounter and how did you attempt to confront them (or work around them)?
Fernanda Gandara
01:46:23
If you go to https://data.unicef.org/resources/eduview-education-dashboard/ at the bottom of the page you can find "COVID 19 resources" including a survey on the assets for remote learning across some countries. If you download that dataset you can get a number of questions - which is what Mark was referring to.
Mark Lynd
01:46:29
@John Simpson: Yes, great idea re barefoot researcher for lower SES/ICT access
Anastasia Caphart
01:46:54
Great adaptations @Nura...realistic
John Simpson
01:49:15
@Mark: We've used this approach quite successfully in northern Nigeria to connect with hard-to-reach Lower SES/ICT, albeit in limited numbers and, as you say, bearing in mind it's more expensive than a 'simple' phone call
Anastasia Caphart
01:50:50
Is technology cheaper?
Mohammed Yakubu
01:51:11
Mark, would it be possible to share a link to the UNESCO survey questions you mentioned? Thanks!
Rachel Jordan
01:52:14
Great question! For implementation - posting digital materials is far less expensive than printing and distributing. Readhing parents on facebook messenger is more time-efficient and cost effective than phone calls. The challenge is, of couse, reaching EVERYONE... which is why we complemented tech with traditional approaches
Fernanda Gandara
01:52:29
@Mohammed Yakubu "If you go to https://data.unicef.org/resources/eduview-education-dashboard/ at the bottom of the page you can find "COVID 19 resources" including a survey on the assets for remote learning across some countries. If you download that dataset you can get a number of questions - which is what Mark was referring to."
Mohammed Yakubu
01:53:04
thanks
Mark Lynd
01:54:18
@John, do you have any sense whether the barefoot researcher approach you used in Nigeria captured those populations sufficiently - i.e., at least in the same proportions as higher SES/ICT?
Megan Mercado
01:58:07
I can’t hear Fernanda
Megan Mercado
01:58:17
Nevermind
Fernanda Gandara
01:59:33
I just mentioned that mixed methods are more important than ever before because we know very little about this context and we need to capture nuanced data. So qualitative + quantitative feels like the strongest approach
Andres Navarrete-Berges
02:00:15
For CLA: It would be great if we could consolidate guidelines on how to prevent covid19 during field research and how to cost it effectively.
John Simpson
02:03:22
@Mark, we used it in a rather limited way, to conduct small scale qualitiative research to learn more about children's remote learning experiences in asset-limited households. Think of it as helping to become informed on some of the 'known unknowns' in this kind of setting
Mark Lynd
02:04:30
@John - yes, that's already a huge step!
Paige Morency-Notario (Basic Education Coalition)
02:07:23
Please stay in touch!
Paige Morency-Notario (Basic Education Coalition)
02:07:24
www.basiced.orgBEC Twitter: https://twitter.com/BasicEdtweetsBEC LinkedIn: https://www.linkedin.com/company/15227360BEC Instagram: https://www.instagram.com/basicedcoalition/BEC Newsletter: https://mailchi.mp/d33aa515fe10/international-basic-education-update-k8klfjnv5e-4802970GRN knowledge products on BEC’s website: https://www.basiced.org/globalreadingnetwork
Octavio Pescador
02:10:17
Great presentations and discussion!
Kara Janigan
02:10:30
Thank you
Andres Navarrete-Berges
02:10:41
Very informative! Thank you.
Anastasia Caphart
02:10:50
I agree with using open-ended questions are more engaging and thought provoking, rather sticking to the script. It gives the flexibility needed to engage and get people to become stakeholder.
Renata Nikijuluw
02:10:57
thank you all!
Zaida Cabral
02:10:57
thank you for the opportunity.
Jacob Jallah
02:11:00
Thanks for such a wonderful time. My time here was never a waste
Ramadhan Bob Kirunda
02:11:07
Thank you, I wish to join the group for continued learning and sharing
Paige Morency-Notario (Basic Education Coalition)
02:11:13
www.basiced.orgBEC Twitter: https://twitter.com/BasicEdtweetsBEC LinkedIn: https://www.linkedin.com/company/15227360BEC Instagram: https://www.instagram.com/basicedcoalition/BEC Newsletter: https://mailchi.mp/d33aa515fe10/international-basic-education-update-k8klfjnv5e-4802970GRN knowledge products on BEC’s website: https://www.basiced.org/globalreadingnetwork
Anastasia Caphart
02:11:16
Thank you.
Mavs Arcos
02:11:18
Thank you, :)
Ashley Stone
02:11:19
Thank you!