STEM Teacher Education and

School Strengthening Activity Project

(STESSA)

Quarterly Report

April 1st through June 30th, 2020

This document was produced for the United States Agency for International Development

review. It was prepared by 21PSTEM for the STESSA Project.

Figure 2: Minia Governorate New STEM School Figure 1: Sadat New School – Minofia

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Acronyms:

21PSTEM The 21st Century Partnership for STEM Education

CCIMD Curriculum Center and Instruction Materiel development

CH Credit Hours

COP Chief of Party

COPs Communities of Practices

COR Contracting Officer’s Representative

COS Classroom Observation Scale

ESC Education Sector Committee

ESSP Egypt STEM School Project

FOE Faculty of Education

GAEB General Authority for Educational Building

M&E Monitoring and Evaluation

MCQ Multiple Choice Question

MOETE Ministry of Education and Technical Education

PAT Professional Academy for Teachers

PLC Professional Learning Community

SCU Supreme Council of Universities

STEM Science, Technology, Engineering and Math

STESSA STEM Teacher Education and School Strengthening Activity

URT University Readiness Test

USAID United States Agency for International Development

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Executive Summary: 3

Activity Description: 4

1. Component 1 Activities; STEM Teacher Education 4

AWP 1.C: Course Development: 5

1.C.2: Development of Course Description and Syllabi: 5

AWP I.D Faculty Development: 5

1.D.2: Develop blended English language training program to improve the skills

of faculty members. 5

AWP 1.E. Communities of Practice (CoPs): 6

2. Component 2 Activities; STEM Schools Strengthening Activity 9

2.A. School Based and Immediate: 9

AWP 2.A.1: Professional Development for School Leaders. 9

AWP 2.A.2: Professional Development for Teachers: 9

AWP 2.A.3 Fab Lab Manager Training 10

AWP 2.A.5 Strengthening School connection to Higher Education 10

2.A.7: Assist MOE STEM Unit in New School Start-up System 11

2.A.4.a: English Language Training in Schools - e-STEM: 12

2.B- Systemic Strengthening Activities for Sustainability: 13

2.B.a.3: Designing information feedback loops. 13

AWP 2.B.b.1 and 2.A.2 ToTs and New Teacher Candidates 14

AWP 2.B.b.3: School Leadership Improvement: 14

2.B.b.4: Long-term Professional Development Continuum Improvement: 15

3. Monitoring and Evaluation: 15

Assessment of the Current Status of Progress Under the Contract: 16

Component 1: STEM Teacher Education 16

Component 2: STEM Schools Strengthening 16

Challenges: 18

Annex

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Executive Summary:

The challenges occurred due to COVID-19 pandemic and its associated restrictions continued

to impact program implementation. The US experts’ travel to Egypt continued to be un-

allowed and in-person meetings remained to be curtailed in both countries. To minimize the

impact of these restrictions on program implementation, STESSA adopted alternative

approaches to carry out as many of the planned activities as possible, and to ensure that the

intended deliverables and outcomes will be achieved with high quality. Accordingly, it

maximized the use of technology, and conducted most of the planned meetings and capacity

building activities virtually. These approaches enabled STESSA to make remarkable progress

in terms of the implementation of planned activities under Components 1 and 2.

Under Component 1, STESSA provided virtual capacity building sessions to the faculty

members who have been involved in teaching the STEM diploma programs in Zagazig,

Mansoura, Ain Shams and Assuit universities. These sessions included Professional Learning

Communities (PLCs) and Communities of Practice (CoPs). However, some of the activities

could not be completely implemented virtually such as the training faculty members who did

not receive any foundational training on STEM education, similar to the training provided to

faculty member in the summer of 2019. To initiate the undergraduate STEM education

program in the five Egyptian universities, STESSA supported the design the program

framework according to the international best practices and start drafting its bylaw. In

addition, STESSA supported the Faculty of Education of Minya University to prepare the

documents necessary for obtaining the college, university, ESC and SCU approvals and have

the Ministerial Decree issued to start implementing the STEM Teacher Education and

Leadership Diploma programs in the academic year 2020/2021.

Component 2 has been seriously affected by COVID-19. Due to the mandated restrictions,

several of the planned activities had to be postponed. Through virtual means, STESSA team

provided the STEM Unit with technical guidance and supported the enhancement of STEM

strategies, system and materials. It conducted virtual meetings with the STEM Unit and both

local and U.S. experts to discuss topics such as: how the students are going to study while

schools are closed and how teachers can be trained. Similarly, meetings with STEM Executive

Committee were held to discuss the Ministry’s plan for opening new STEM schools, planning

for teacher training and expanding the trainer’s pool.

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Activity Description:

1. Component 1 Activities; STEM Teacher Education

During this reporting period, STESSA supported the implementation of the following activities:

1.A Preparatory Stage: High-Level Policy Decisions at the National Level

The STESSA project held six virtual meetings with the Deans during this reporting period.

The meetings were attended by the Faculties of Education (FOE) Deans and STEM

coordinators. The Deans confirmed their agreement to house the undergraduate program in

the Special Programs Unit of each university. The Deans and STESSA decided to continue

developing the knowledge and skills of faculty members who teach the STEM Diploma

programs through conducting regular PLCs with the U.S. experts.

1- Deans Meeting (AWP 1.A.2):

The Dean discussed the requirements and framework that will guide the development of the

teacher preparation programs, including emphasis on integration in the program design.

The Deans agreed on the procedures for reviewing the draft of the proposed undergraduate

STEM Teacher Preparation framework, and established a committee of faculty members to

review the proposed framework and draft the bylaw of the undergraduate program

Meanwhile, the FOE in Minya continued the process for getting the necessary approvals to

start implementing the Diploma programs in the academic year 2020/2021.

During the meeting held on May 20th, the FOE Deans mentioned that, according to the SCU

decision, the end of semester exams will be held in July 2020. They also said that the

summer courses will begin in August 2020. Accordingly, they requested the project team to

continue providing support to faculty members through virtual coaching sessions (AWP

1.D.4), through PLCs, on key topics, particularly students’ assessment and testing,

throughout the month of June 2020.

Regarding the feedback on the first draft of “Proposed Undergraduate STEM Teacher

Preparation Bylaw”, the FOEs at Ain Shams and Assuit Universities suggested some

revisions. The Deans agreed to engage the Deans of the faculties of Science and

Engineering to receive their contribution and feedback.

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To finalize the preparation for implementing the undergraduate program, the Deans agreed to

finalize it by December 2020. On the other hand, the Deans shared the final dates of the

STEM Diploma exams, which will be as follows: Assiut university on July 1st, Ain- Shams

on July 4th, Mansoura on July 15th, and Zagazig on July 26th 2020. The FOE in Minya is

selecting the faculty members who will be teaching the Diploma course to participate in the

training sessions along with the faculty members of the four universities. Minya will use the

same selection criteria used by the other four partner universities (AWP 1.A.4).

AWP 1.C: Course Development:

1.C.2: Development of Course Description and Syllabi:

During the reporting period, STESSA supported its Egyptian partner universities to develop

the STEM undergraduate teacher education framework and draft bylaw based on the STEM

Design Principals. The FOE Deans of the five universities and STESSA technical team

conducted extensive discussions through a series of virtual meetings. As a result, a final draft

of the bylaw was developed, and agreed upon by the Deans, and is being shared with a wider

group of faculty members to review and provide feedback.

AWP I.D Faculty Development:

Due to COVID-19 outbreak, and the consequent restrictions, the plan for capacity

development was postponed. However, STESSA used virtual means to provide the faculty

members who have been engaged in teaching the Diploma programs with on-going coaching

and mentoring during the reporting period. The faculty members actively participated in the

virtual Professional Learning Community (PLC) sessions, which focused on providing them

with technical guidance and training.

1.D.2: Develop blended English language training program to improve the skills of

faculty members.

On the 14th of June, 2020, a meeting was held with representative professors from Zagazig

University who attended the 1st face to face English training session during year 2. The

purpose of this meeting was to Collect feedback and suggestions for the English Language

training program that STESSA is developing regarding the following: 1) Feedback on 1st face

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to face training session, 2) Course description, 3) Big ideas explored in the course, 4) Learning

outcomes, 5) Objectives/embedded learning outcomes, 6) Assessment techniques, and 7)

Training strategies.

During the meeting, professors showed great agreement upon the content of the training

framework presented; however, they only added a request for specific focus on enhancing

their speaking skills in terms of fluency and accurate pronunciation.

In light of the discussion, STESSA English Team determined the logistics of the training after

the content was finalized with regard to the number of participants interested to attend the

training, demographic features, preferred dates and time.

The STESSA Project will support and scaffold learning by providing supplementary

assignments/activities, and establishing daily routine to assist professors improve their

language skills. The course is designed to be conducted over the course of two months.

STESSA team will also monitor professors English progress during teaching and PLC

sessions, and will provide individual support when feasible.

AWP 1.E. Communities of Practice (CoPs):

The following is a description of activities implemented during the reporting period:

1) AWP 1.E.1:

During the reporting period, STESSA began to support the establishment of Communities of

Practice (CoPs) across faculties of Education, Science and Engineering in Egyptian universities,

within their respective universities and U.S. university counterparts, and to provide them with

technical support, guidance and resources to support the implementation of the Diploma programs.

CoPs have already started in Zagazig University; however, due to the delay in the startup of the

Diploma programs in the Universities of Mansoura, Assuit and Ain Shams, and the COVID-19

breakout, STESSA’s field and home offices decided to conduct all CoP workshops virtually to

discuss the following:

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a) Follow up and Sharing Experiences: Egyptian Professors’ feedback and reflection

regarding the courses’ content, teaching methods, challenges and obstacles, success

stories, students’ learning progress

and assessment techniques

(Formative and Summative).

b) The next steps: Egyptian

professors’ suggested some

modifications of the first version

of the diploma courses in order to

make informed decisions

regarding the 2nd version of the

courses syllabi.

2) CoPs sessions’ details

Phase One: The US counterpart experts

along with the field office staff conducted a

“General Workshop” to help university

counterparts being familiarized using virtual

means, and provide them with ample time to

practice according to their levels.

Phase Two: Over the course of five weeks,

spanning from April 22 to May 21, 2020,

Egyptian faculty from the four participating FoEs

(Ain Shams, Zagazig, Mansoura and Assiut) were

divided into groups according to their course

specialization Each group attended virtual

workshops to discuss the following questions.

• How the courses are being conducted?

• What has been most/least successful?

• What has led to these successes?

Figure 5 Orientation for Zoom Program - May 5,

2020

Figure 3 Action Research- PLC session - April 23, 2020

Figure 4 Instructional Technology for STEM schools -

PLC session - May 4, 2020

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• What areas of the course would you like to develop?

• What assessment for learning techniques have you been using?

• What are your plans for final evaluation of the course?

The discussions focused on the Egyptian faculty members’ feedback on what went well, and

what needed improvement, the challenges they faced and their suggested solutions, as well as

the assessment methods (particularly the final evaluation). Further, discussions included

Egyptian Professors’ suggestions for the next steps and syllabus modifications.

Additional virtual training sessions:

Egyptian professors requested to have an additional session to support them in using the

zoom application as instructors not just as trainees or students; therefore, STESSA planned

for 3 training sessions and sent the recorded sessions to the coordinators to share them with

the professors who need additional training.

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2. Component 2 Activities; STEM Schools Strengthening Activity

2.A. School Based and Immediate:

AWP 2.A.1: Professional Development for School Leaders.

In April 2020, STESSA conducted two virtual meetings with the schools’ deputies to

discuss and get their feedback on e-STEM and its

usage either as part of English session or self-

learning source for students and teachers. These

meetings were part of the building capacity plan for

deputies in order to carry out the role and

responsibilities at schools, on the other hand, these

meetings gave a clear idea about the deputies

understanding of the purpose of e-STEM, how they

follow up its implementation and develop of their

school plan to activate the usage of e-STEM.

In addition, STESSA worked with the STEM Unit and school leaders to do the following:

1- Develop/ Update PLC plan and objectives for year 3 based on the observed and

expressed needs of the school leaders (principals and deputies).

2- Plan and implement capacity building that includes face to face training and/or one-

to-one virtual coaching and/or group sessions for principals based on the results of

principal evaluation.

3- Design, plan and implement training of deputy principals to develop their skills as

academic deputies and coaches (including the skills they need to plan for school

improvement, and oversee school-based professional development, including the

establishment of PLCs in their schools).

4- Enlist university professors and faculty members of educational leadership to assist

in providing coaching and mentoring to school leaders.

AWP 2.A.2: Professional Development for Teachers:

During the reporting period, STESSA started to support the establishment of job embedded

training opportunities for teachers through planning for “Professional Learning

Communities” (PLCs). For this purpose, STESSA planned for introducing school-based

Figure 6: SETM School deputies Meeting on e-STEM

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professional development through introducing the concept of school-based mentors, capable

of supporting teachers' professional development activities and acting as PLC facilitators.

STESSA is working closely with the STEM Unit and PAT to design the selection process of

school mentors and defining their roles and responsibilities. STESSA has developed a final

draft of the job description for the mentor teachers and is working on gearing up the US

consultants to support the mentor teachers in subject-specific virtual PLCs that will advance

both content and pedagogy thus enabling them to support both the new and the experienced

teachers.

In terms of teacher training during the summer break, the MOETE/STEM Unit is looking

into different options for training the new teachers who will be appointed to work in STEM

schools in the school year 2020/2021. However, it has not yet made a final decision

concerning whether it will provide the annual training to the more experienced teachers or

not. Due to COVID-19 pandemic and the associated restrictions, it may either delay or

cancel their training for this year, or replace it with the school-based training by mentor

teachers.

AWP 2.A.3 Fab Lab Manager Training

STESSA has discussed the training plan of Fab Lab managers with the U.S. consultants.

Due to COVID-19 pandemic and the associated restrictions, STESSA, jointly with the U.S.

Consultants, have identified local experts and developed an alternative plan for conducting

the intended training fab lab managers. It will also support the training of fab lab trainers at

the central and governorate levels (AWB 2.B.b.6). This alternative plan will be submitted

for USAID’s consideration in the next quarter.

AWP 2.A.5 Strengthening School connection to Higher Education

STESSA started to conduct specified gap analysis between the English language readiness

of teacher candidates for the STEM schools and the actual needs of the schools.

To achieve this first purpose, a set of competencies have been identified based on “direct

experience by STESSA trainers, observations of teacher training conducted by ToTs,

interviews with ToTs, observations of teachers by STESSA field staff, reading of artifacts of

teachers’ work both in training situations and in their regular classroom work, such as lesson

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plans. These competencies comprise the English language competencies needed for teachers

who use or will be using English as a medium of instruction.

STESSA is articulating clearly the kinds and levels of English skills and content needed.

This report would then be passed along to the Component 1 team to analyze the kinds and

levels English language skills expected and assessed at graduation of students from

university STEM teacher preparation programs. Then they would back map to the kinds and

levels of skills and content needed for entry into the programs and benchmarks to be

achieved throughout the program.

2.A.7: Assist MOE STEM Unit in New School Start-up System

1- Support STEM Unit in using the startup

manuals and existing tools for the

establishment of New Schools.

During this quarter the project conducted

series of online meetings with STEM Unit to

discuss the using of startup manual and its

tools.

The process of reviewing and discussing the

manual will help and support the STEM Unit

in the establishment and opening of the 4

new schools that planned to be operating by

the school year 2020/2021.

Two groups of the STEM Unit members visited the new schools where they used the startup

manual and its check list in order to be sure of the school building readiness as well as piloting

the manual as a tool and figuring out the points that need to be modified/added at the manual

in order to improve it for future use.

Figure 7: Photo of Minia New School visited by STEM Unit

during this quarter

Figure 8: Lab at Minia New School Figure 8: playing area – Sadat New School – Minofia

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2- Revise the new schools start up manuals, rubrics and tools based on the experience

gained and feedback received from STEM Unit.

Two online meetings with the project expert/FO and group of the STEM Unit members and

3 selected schools’ leaders was conducted for the purpose of reviewing the startup manual

that was developed during the previous project ESSP. The purpose of this manual is to help

the STEM Unit to monitor the establishment of new schools and ensure it is safe and ready to

meet the students in terms of teaching,

learning and accommodation in a timely

manner. The project’s expert reminded

the selected team of the purpose of the

manual and explained to them the tools

and steps that need to be followed when

they visit the school. STESSA requested

the team members to provide feedback

and suggestions to help improving the

manual to serve their purposes.

The STESSA team had a second meeting

with the STEM Unit on April 15th with the same team to discuss their feedback, ensure it is

user-friendly and listen to their recommendations on how it can be improved. The team

members (STEM Unit and Schools leaders) shared their experience in using it during their

visits to the newly constructed schools. The team requested to continue using the other parts

of the manual during their next visits to the new schools in the next quarter, and share their

feedback and suggestions for its improvement.

2.A.4.a: English Language Training in Schools - e-STEM:

Support the STEM Unit to implement the improved e-STEM in all STEM schools.

After thorough investigations on the best way to improve and effectively use the e-STEM

platform designed for the STEM schools, it was decided to conduct orientation workshops for

the STEM schools’ teachers as well as the Academic Deputies. Further, the e-STEM was

planned to be introduced and tackled with the supervisors during the ESOL training. however,

the aforementioned plans had to be adjusted in light of the current COVID-19 pandemic

Figure 9: Startup Manual Meeting- 8th of April 2020

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situation. Consequently, STESSA team conducted several meetings to discuss the best case

scenario and agreed to conduct the workshops virtually with the STEM school deputies and

representatives from the STEM unit and use the cascade model to disseminate the workshop

content among all teachers.

During this quarter, a virtual meeting was conducted with the Central STEM unit and the ELT

counselor’s office to have a final agreement on the content of the e-STEM orientation

workshop and discuss next steps. A first workshop was then held with the STEM Schools

Academic Deputies and representatives from the Central STEM Unit to achieve the following

objectives: 1) Raise the STEM school deputies’ awareness on the current status of the e-

STEM in terms of implementation, challenges, and proposed solutions as well as roles and

responsibilities. 2) Develop an action plan for effective utilization of the current e-STEM.

Accordingly, a second workshop was planned and conducted to collect Deputies’ feedback

on e-STEM. During the second workshop discussions were raised regarding suggestions from

participants and the e-STEM activation action plans were shared. STESSA will provide

feedback and follow up on the implementation of the developed action plans.

In light of the thorough analysis conducted on the e-STEM platform during year 2 as well as

the COVID-19 pandemic situation, STESSA has decided to develop a teacher’s guide

entailing details regarding the purpose and the best use of the platform as well as

supplementary material for differentiation purposes and to support the STESSA program in

developing effective English instruction in the Egyptian STEM secondary schools.

2.B- Systemic Strengthening Activities for Sustainability:

a- Policy level activities:

2.B.a.3: Designing information feedback loops.

STESSA conducted a review alignment and feedback loop of STEM Unit and school

functions including leadership and conduct a design studio to set clear functions, feedback

loop and organizational structures.

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A series of meetings were conducted with the STEM Unit and selected STEM schools’

leaders to discuss existing communication

channel between the different levels of STEM

system. The project experts developed set of

questions to figure out the ways of

communications and feedback methods that have

been used by the STEM Unit members to get

feedback on the STEM system different

components at the different levels to make it

more effective. STESSA will continue to work

with different STEM counterparts to help them develop tools and methodologies to facilitate

communication and fulfillment of STEM school requirements.

AWP 2.B.b.1 and 2.A.2 ToTs and New Teacher Candidates

During the last quarter, STESSA worked closely with the Professional Academy for

Teachers (PAT) to conduct a process for selecting new trainers, and developed a plan for

training them. This plan included face to face training, school visits and coaching by more

experienced STEM trainers and leaders. Due to COVID-19 outbreak, STESSA and PAT

could not implement this plan and had to postpone it until the situation improves. Recently,

the Government of Egypt announced that some of the face to face activities and meetings

can be resumed, but with some precautions. STESSA is monitoring the situation, and

exploring possibilities for alternative means for training of the trainers to share with the

STEM Unit and PAT.

AWP 2.B.b.3: School Leadership Improvement:

Finalize school leadership evaluation tools and system and develop the skills and roles

and responsibilities of leaders' evaluators at the central STEM Unit and governorate

levels.

At the beginning of this quarter, the project Field Office team worked with Secondary

Education Directors form 13 governorates to collect the leader’s evaluation tool they

Figure 11: Feedback Loop meeting - 23rd, April 2020

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implement the pilot at the STEM Schools in order to start the process of data entry and

collecting evidences on it.

A data entry sheet also developed and the project team started to fill it with the received data

successively. The project team is working now on revisiting the tool phase one in light of

the evaluators responses and the modified version will be under discussion with the STEM

Unit / MOETE during the next quarter.

2.B.b.4: Long-term Professional Development Continuum Improvement:

1- Assist and train the MoE and PAT to review and improve professional development

content to emphasize areas of identified needs.

• Manual Review online meetings:

STESSA formed technical committees to

review the training manuals. The review

process started by agreeing on the review

criteria and tool. The reviewers were

divided into groups based on their

specializations and began by reviewing the

novice teachers’ manuals, and made

recommendations to improve content and

make them more user friendly.

3. Monitoring and Evaluation:

Classroom Observation Sale (COS) Tool Development

The COS process started, as planned in March 2020. STESSA prepared the implementation

plan, finalized the selection of the enumerators and provided them with orientation on the

COS. The enumerators started visiting the schools to observe teachers for one week, using the

COS, and completed teacher observation at six schools. Due to COVID-19, the whole process

had to be stopped due to COVID-19 outbreak and the consequent shutdown of all schools,

including the STEM schools.

Figure 102: 2nd meeting for Curriculum Manual Review

Group

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On the other hand, the M&E team continued to monitor all STESSA activities, collected,

cleaned and verified data as needed, and collected support documents for activities

implemented. However, it is important to mentioned that most of the M&E targets were not

fully achieved because of the shut-down of the universities and schools, the travel ban and

inability of STESSA team to fully conduct the planned training activities.

Assessment of the Current Status of Progress Under the Contract:

Component 1: STEM Teacher Education

• Strategies to ensure effective implementation of the Leadership and Teacher Education

Diploma programs in Zagazig, Ain Shams, Assuit and Mansoura, Universities introduced.

• Comprehensive plans for providing 60 virtual training sessions implemented by field

office and U.S. experts to the faculty members who teach the Diploma courses.

• Support provided to the Faculty of Education (FOE), Minya University, to start the

process for obtaining the approvals necessary to implement the Leadership and Teacher

Education Diploma programs in the academic year 2020/2021.

• Extensive technical assistance and guidance provided by STESSA to the Egyptian partner

universities to design the STEM undergraduate program framework and draft its bylaw.

Component 2: STEM Schools Strengthening

• Assistance provided to the STEM Unit to plan for conducting PLCs with school principals

and deputies

• Introduction of the teacher mentor concept in STEM schools to support school-based

professional development for teachers

• Review of STEM training manuals teacher conducted to enhance their quality, fidelity

and alignment

• Virtual training continued to be provided to enhance the skills of capstone journal item

writers and graders to expand the item pool.

• Training materials developed to expand the implementation of the e-STEM for the

training of teacher mentors and academic coaches, using a blended approach.

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• Component 2 meetings and workshops were replaced by Zoom meetings to abide by

COVID-19 social distancing and meeting restrictions. This included meetings with the

STEM Unit and workshops with school principals and academic deputies.

Despite these achievements, several of the planned activities had to be postponed and

implementation strategies revised.

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Challenges:

During the reporting period, the main challenge was the inability of STESSA to fully

implement its planned activities such as the following:

1) Component 1:

a. Workshops for developing the undergraduate bylaw and faculty training were

postponed due to COVID-19 restrictions, which resulted in the close of

institutions such as the ESC and SCU. As a result, the implementation of the

undergraduate program will be delayed.

b. Travel of faculty members to participate in workshops and training activities

was cancelled.

c. Travel of U.S. Experts to provide training and technical assistance was

cancelled.

2) Component 2:

a. Training of trainers was delayed

b. Implementation of the COS had to be postponed because of schools shut down.

c. Pilot and implementation of the school leaders’ evaluation tools had to be

postponed to respond to travel ban and social distancing

d. Establishment of the local STEM Units had to be delayed due to the shut-down

of institutions

e. Similarly, training of local supervisors had to be delayed

f. EiPIC activities for Promoting Student Innovation and Entrepreneurship had

to be postponed.

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Annex:

Progress Made in Achieving Performance Results and Indicators

(From April 1st to June 30th, 2020)

Main GOAL: STEM Teacher Education and STEM Schools work as a single high-quality STEM Education System.

Component 1

Outcome 1: High Quality STEM teacher education programs sustained at undergraduate and graduate levels

Standard Indicators Level of

Achievement

Annual Target

(till 31st of

March 2021

Actual from

April 1st

to June 30th 2020

% of Annual Target

Comments

ES.2-1 Number of host country tertiary education institutions receiving capacity development support with USG assistance

(Standard indicator)

Output 5 5 100%

The 5 partner Universities are working now with the STEM Teacher Education

Programs

ES.2-52 Number of individuals affiliated with higher education institutions receiving capacity development support with USG assistance

(Standard indicator)

Output 725 0 0%

Due to COVID-19 outbreak, most of the training activities were postponed. However, few training workshops were conducted virtually through ZOOM application. 60 training sessions were conducted during this quarter with 91 participants; however, they were not counted because the total training hours were less than the required 16 hours per individual.

Performance Custom Indicators

Level of Achievem

ent Target Actual

% Of Target

Comments

C-4: Number of Academic courses designed with USG assistance (Custom Indicator)

Output 64 0 0%

Developing the new Academic Courses for the undergraduate programs

is in progress. – Delays

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occurred due to COVID-19

C-5: Number of learners enrolled in USG funded higher education programs

(Custom indicator)

Output 750 0 0% New indicator added in

July 2020.

Purpose Custom Indicators Level of

Achievement

Target Actual % Of

Target Comments

C-1: Number of Policies and systems developed through USG assistance

(Custom indicator)

Output 13 0 0% No new policies and systems planned to be achieved in this quarter.

C-3: STEM Accreditation Standards Endorsed by NAQAAE (Custom indicator)

Output 1 0 0%

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Progress Made in Achieving Performance Results and Indicators

(from April 1 to June 30, 2020)

Main GOAL: STEM Teacher Education and STEM Schools work as a single high-quality STEM Education System.

Component 2

Outcome 2: Strong STEM Schools System institutionalized

Standard Indicators Level of

Achievement

Annual Target

(till 31st of

March 2021)

Actual from April 1st to June 30th 2020

% of Annual Target

Comments

ES.1-6 Number of primary or secondary school educators who

complete professional development activities with USG assistance (standard indicator)

Output 745 0 0 %

Due to COVID-19, no trainings has been conducted for school educators; while 15 Zoom virtual meetings and workshops have been conducted to discuss STEM activities such as; activating E-STEM and TOT manual review for Capstone, assessment and Rubric.

ES.1-12 Number of education administrators and officials who

complete professional development activities with USG assistance (standard indicator)

Output 230 0 0 %

Due to COVID-19, no trainings was not

conducted for administrators and officials.

ES.1-4 Number of learners in secondary schools or equivalent non-school based settings reached with USG education assistance (standard indicator)

Output 5000 3834 77%

3,834 learners enrolled in STEM schools and reached

with USG education assistance in 2019-2020 academic school year.

ES.1-13 Number of parent teacher associations (PTAs) or community-based school governance structures engaged in primary or secondary education supported with USG assistance (standard indicator)

Output 19 15 79%

15 parent teacher associations (PTAs)

engaged in STEM schools. The rest of PTAs are waiting

until launching the new schools in September 2020.

ES.1-50 Number of public and private schools receiving USG assistance (standard indicator).

output 19 15 79%

15 STEM Schools are working now and 4 new

schools will be launched in September 2020.

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Purpose Custom Indicators Level of

Achievement

Annual Target

Actual % of

Annual Target

Comments

C-1: Number of policies and systems developed through USG assistance .

output 13 0 0 % No new policies and

systems developed in this quarter.

C-2: % of STEM teachers who meet the benchmark score as measured by STEM Classroom Observation Scale (Custom indicator)

Output / Outcome

10% 0 0 %

The baseline phase implemented in December

2019 and the implementation has been put on-hold due to COVID-

19.

C-3: STEM Accreditation Standards Endorsed by NAQAAE

output 1 0 0 % No STEM Accreditation Standards Endorsed by NAQAAE in this quarter.

Performance Custom Indicators Level of

Achievement

Annual Target

Actual % of

Annual Target

Comments

C-6: Number of STEM Supported Programs endorsed for mainstream schools output 2 0 0 %

Preparatory meetings and workshops were conducted and implementation had to be postponed to next year

due to COVID-19.

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