to the National Curriculum in the vernacular language by December 2016. Intermediate Outcome 1.2: Pilot kindergarten teachers demonstrate sound ECCE instructional practice. 1. Percentage of pilot kindergartens which use lesson plans. 2. Percentage of pilot kindergartens which use the resource “Observing and Assessing Children’s Learning” to assess children’s progress. 3. Percentage of pilot kindergartens which implement positive classroom instructional practice. Baseline 1: (2014): No pilot kindergartens use the new lesson plan resources. Target 1: 30% of pilot kindergartens are consistently using the new lesson plan resources by December 2014; 60% by December 2015; and 80% by December 2016. Baseline 2: (2014): 28% pilot kindergartens use the “Observing and Assessing Children’s Learning” tool. Target 2: 30% of pilot kindergartens are using the “Observing and Assessing Children’s Learning” tool by December 2014; 60% by December 2015; and 80% by December 2016. Baseline 3: (2015): 22% of kindergartens are consistently implementing positive instructional practice. Target 3: 60% of pilot kindergartens are consistently implementing positive instructional practice by December 2015; and 80% by December 2016. Status: Exceeded target Results from the ‘Teacher’s Observation and Mentoring Assessment’ (conducted in October 2016) show that 96% of pilot kindergartens are using the new lesson plan resources. This is a 96% increase from the baseline assessment. Status: Exceeded target Results from the ‘Teacher’s Observation and Mentoring Assessment’ (conducted in October 2016) show that 95% of pilot kindergartens are using the “Observing and Assessing Children’s Learning” tool. This is a 67% increase from the baseline assessment. Status: Exceeding target Results from the ‘Teacher’s Observation and Mentoring Assessment’ (conducted in October 2016) show that 100% of kindergartens were assessed as consistently implementing positive instructional practice. This is a 78% increase from the baseline assessment. Output 1.2.1: Pilot kindergarten teachers trained in instructional practice, assessing children’s progress, Number of kindergartens where teachers have attended the workshop on teaching on instructional practice, assessing Baseline: (2014): 0 pilot kindergartens have teachers trained in instructional practice, assessing children’s Status: Target Met 51 pilot kindergartens had at least one teacher attend a workshop on instructional practice, assessing children’s progress, and kindergarten management in 2014.
areas have had local ECCE champions engaged in awareness raising activities by 2015 and; 50% of pilot kindergarten catchment areas have had local ECCE champions engaged in awareness raising activities by 2016. Output 2.1.1: Local champions identified and supporting ECCE. Percentage of pilot communities that have a local ECCE champion Baseline 1: (2014): 2% of pilot communities have a local champion (i.e. one local ECCE champion). Target 1: 75% of pilot communities have at least one local ECCE champion identified by December 2015. Status: Exceeded target 100% of pilot communities have identified a local ECCE champion (one champion per kindergarten catchment area, 60 in total). Intermediate Outcome 2.2: Parents support the kindergarten, through home learning. Do you perceive that parents are better equipped to provide early stimulation, reading, storytelling, and other activities at home with their children? Baseline: (2015): In general parents feel they are not equipped to provide early stimulation for their children. Target: Parents feel that they are better equipped to provide early stimulations through reading, storytelling and other activities at home with their children by December 2016. Status: On track Focus group discussions have been carried out in all three programme target provinces during 2016 to assess progress towards this outcome. Overall, parents report feeling better equipped to provide early stimulation at home. Many of them have commented on how they did not know spending time with their children was good for their development and feel ashamed that they haven’t been doing this. There is a big increase in parents spending time with children doing household chores (washing, gardening) and going to special events like church, when previously they would have told the children to play around the community on their own. There is a demand from parents for additional Family Conversation topics on WASH, household budgeting and brain development. Output 2.2.1: ECCE awareness and engagement activities in place for parents and community. Percentage of ECCE pilot communities that had a requisite number of community awareness activities. Baseline: (2014): Zero Target: 70% pilot communities had at least two ECCE community awareness activities by December 2014; 90% Status: Exceeding target During 2015 catchment communities received the following number of awareness activities: 53% of pilot communities had one awareness event 14% of pilot communities had two awareness events 10% of communities had three awareness events
Intermediate Outcome 3.1: Alternative ECCE delivery approaches piloted and replicated. Number of alternative approaches to ECCE delivery that are designed and implemented. Baseline: (2014): Zero Target: One new approach to delivery of ECCE designed and implemented in one pilot community by December 2015; and by December 2016 either: one new alternative approach to ECCE delivery piloted in one province, or 2015 alternative approach replicated in each province. Status: Completed One alternative approach to ECCE was designed and implemented in the Malampa province during 2015. The approach was replicated and developed in each target province during 2016, as below: Shefa – Pang Pang, Efate Malampa – Portindeur, Malekula – Valua, Mota Lava Output 3.1.1: Alternative, low cost approaches to ECCE delivery identified. Alternative low cost approaches to ECCE delivery identified. Baseline: (2014): Zero Target: At one alternative approach to delivery of ECCE identified by December 2014. Status: Completed One alternative approach to ECCE delivery was identified by December 2014. The approach was designed by WVV in conjunction with a WV Education specialist. Intermediate Outcome 3.2: Enhanced delivery of ECCE through partnership mechanisms. Number of partners (provincial/national) providing support to pilot program. Baseline: Zero Target: 3 National/Provincial partners providing support to SECCE pilot program by December 2015; a total of 5 by 2016. Status: Exceeded target 6 partners (provincial/national) were providing support to the SECCE pilot programme as at December 2016. They have provided support through a variety of modalities, as outlined below: Digicel – dissemination of text messages to target SECCE provinces with enrolment messages. The Daily Post Vanuatu – articles on activity by the SECCE programme and promotion of ECCE more generally. Wan Smol Bag – Tour Malekula pilot communities performing two plays focused on ECCE and sanitation. Just Play Vanuatu – Assisting with delivery of community awareness events in Shefa based pilot kindergartens. WVV Private Sponsorship – supporting the rebuild of kindergartens affected by Cyclone Pam.