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The report details evaluation design and methodology, instruments, sampling, quantitative learner assessments, qualitative case studies, and ethical safeguarding. Findings include implementation fidelity across teacher training, coach training, LTSM, coaching, and cluster workshops, followed by learner outcomes, comparisons across intervention streams, and interpretation of results. Sustainability findings and EGRP II design factors are synthesized into conclusions and actionable recommendations for stakeholders.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/early-grade-reading-programme-ii-egrp-ii-south-africa-2024-2025-final-evaluation-report/610488/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/early-grade-reading-programme-ii-egrp-ii-south-africa-2024-2025-final-evaluation-report/610488.png","ImageObject",300,407,{"name":92,"@type":93},"Hazel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-19",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the evaluation’s purpose, objectives, and scope for EGRP II?","Question",{"text":112,"@type":113},"The report sets out the purpose, objectives, and scope of the final evaluation, including the evaluation framework and the evaluation questions guiding how EGRP II was assessed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report assess implementation and delivery fidelity?",{"text":117,"@type":113},"Implementation fidelity is analyzed through components such as teacher training, coach training, LTSM, coaching, cluster workshops, and reflections on dosage challenges across these elements.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence is used to evaluate learner outcomes and compare intervention streams?",{"text":121,"@type":113},"Learner outcomes are assessed using quantitative learner test scores, with subtest descriptions, analysis of learner test scores, comparisons across intervention streams, and interpretation of results for Grade 2 and Grade 3 across home language and EFAL composite measures.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},610488,1792635981,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":89},137441390410,"https://ap-avatar.wpscdn.com/avatar/2000252f4ab5702993?_k=1776741390130283984","Final Evaluation of the Early Grade Reading Programme II  \n(EGRP II) South Africa 2024-2025  \nFINAL REPORT  \nEvaluation Report  \nPrepared by  \nSocial Impact Insights Africa  \nSubmitted to UNICEF  \n13 March 2026  \n1  \nACRONYMSAND ABREVIATIONS 4  \nEXECUTIVE SUMMARY 4  \n1. INTRODUCTION 10  \n1.1 Purpose, objectives and scope of the final evaluation 10  \n1.2 Evaluation framework and questions 11  \n1.3 The intended use and users 12  \n1.4 Evaluability Assessment 13  \n1.5 Structure of the evaluation report 13  \n2. EVALUATION DESIGN AND METHODOLOGY 14  \n2.1 Evaluation design, methodology, and process 14  \n2.2 Instrument design, data collection and sample 16  \n2.3 Data Analysis 19  \n2.3.1 Quantitative: Learner assessment, implementation data and surveys 19  \n2.3.2 Qualitative: Case studies, observations, and KIIs 20  \n2.4 Limitations and challenges 20  \n2.5 Ethical Approach and Safeguarding 21  \n3. BACKGROUND AND CONTEXT 22  \n3.1 Policy and programming context 22  \n3.2 EGRP II Programme description and objectives 23  \n3.3 Human Rights, gender and equity issues in relation to early grade reading outcomes 24  \n3.4 Theory of Change 24  \n3.5 Key stakeholders 25  \n4. FINDINGS 27  \n4.2 Implementation fidelity 27  \n4.1.1 Teacher Training 27  \n4.1.2 Coach Training 30  \n4.1.3 LTSM 31  \n4.1.4 Coaching 40  \n4.1.5 Cluster workshops 43  \n4.1.6 Systemic reflections on training, LTSM and coaching dosage challenges 44  \n4.3 Teacher classroom practices 46  \n4.4 Learner outcomes 52  \n4.4.1 Description of learner assessment subtests 53  \n4.4.2 Learner Test Scores 53  \n4.4.3 Comparison of intervention streams 67  \n4.4.3.1. Grade 2 Home Language and EFAL Composite scores 68  \n4.4.3.2. Grade 3 Home Language and EFAL Composite scores 71  \n4.4.3.3 Distribution of effects by learner performance 73  \n4.4.3.4 Interpretation of learner outcomes 75  \n4.5 Sustainability Findings 76  \nEGRP II design factors 78  \n4.5.1 School-Based Professional Development that is Iterative and Participatory 78  \n4.5.2 Context-Responsive Resources and Local Adaptation 79  \n4.5.3 Policy Alignment and Government Leadership 79  \n4.5.4 Stakeholder Alliance 80  \n4.5.5 Financial Resources and Funding Mechanisms 81  \n4.5.6 Clarity on Which Design Elements Drive Embedding and Sustainability 81  \n4.5.7 Clear Messaging, Compelling Narrative 82  \n4.5.8 Clear Implementation Planning with Well-Defined Mandates 82  \n4.5.9 Professional Daily Practices ( Implementation Capacity) 82  \n4.5.10 Management Capacity for Data-Driven Improvement 82  \n4.5.11 Alignment of Responsibility and Authority 83  \n5. CONCLUSIONS 86  \n6. LESSONS LEARNT AND RECOMMENDATIONS 88  \n6.1 Lessons learnt 88  \n6.2 Recommendations 89  \n6. REFERENCES 91  \n7. ANNEXURES 95  \nANNEX 1 : Terms of Reference 95  \nANNEX 2: Evaluation Framework 95  \nANNEX 3 : Evaluability Assessment Findings 95  \nANNEX 4: EGRP II Learner Assessment and Context Tools 95  \nANNEX 5 : EGRP II Case Study Manual 95  \nANNEX 6 : Training Observations tools 95  \nANNEX 7: EGRP II Detailed Theory of Change 96  \nANNEX 8 : Teacher Training topics covered 98  \nANNEX 9 : Regression Models 100  \nANNEX 10 : Sustainability Methodology and Literature Review 105  \nANNEX 11: Evaluation Team 114  \nTABLES OF FIGURES  \nFigure 1 Geographic Distribution of EGRP II Schools 12  \nFigure 2 EGRP II Theory of Change 24  \nFigure 3 : 2024 Teacher attendance by Intervention and School Type 28  \nFigure 4: 2024 Teacher attendance by Intervention and School Type 28  \nFigure 5 : Receipt of EGRP HL LTSM by year, school type and intervention 31  \nFigure 6 : Usefulness of LTSMs 33  \nFigure 7: Time spent preparing lessons 34  \nFigure 8 : Time spent preparing occupational tasks 34  \nFigure 9 Time spent preparing assessments 35  \nFigure 10 Tablet receipt functionality, and sharing by school type and treatment group 36  \nFigure 11 Distribution of coaching visits in Term 3 2025 by school type 37  \nFigure 12 Teacher reported quality of coaching 38  \nFigure 13 HL Methodologies ease of implementation 40  \n","cbCaiaLLOpnIjh2O","https://ap.wps.com/l/cbCaiaLLOpnIjh2O","pdf",8924051,119,"English","# Executive Summary\n# Introduction\n## Purpose, objectives and scope of the final evaluation\n## Evaluation framework and questions\n## The intended use and users\n## Evaluability Assessment\n# Evaluation Design and Methodology\n## Evaluation design, methodology, and process\n## Instrument design, data collection and sample\n## Data Analysis\n## Limitations and challenges\n## Ethical Approach and Safeguarding\n# Background and Context\n## Policy and programming context\n## EGRP II Programme description and objectives\n## Human Rights, gender and equity issues in relation to early grade reading outcomes\n## Theory of Change\n## Key stakeholders\n# Findings\n## Implementation fidelity\n## Teacher classroom practices\n## Learner outcomes\n## Sustainability Findings\n# Conclusions\n# Lessons learnt and Recommendations\n## Lessons learnt\n## Recommendations\n# Annexures","[{\"question\":\"What are the evaluation’s purpose, objectives, and scope for EGRP II?\",\"answer\":\"The report sets out the purpose, objectives, and scope of the final evaluation, including the evaluation framework and the evaluation questions guiding how EGRP II was assessed.\"},{\"question\":\"How does the report assess implementation and delivery fidelity?\",\"answer\":\"Implementation fidelity is analyzed through components such as teacher training, coach training, LTSM, coaching, cluster workshops, and reflections on dosage challenges across these elements.\"},{\"question\":\"What evidence is used to evaluate learner outcomes and compare intervention streams?\",\"answer\":\"Learner outcomes are assessed using quantitative learner test scores, with subtest descriptions, analysis of learner test scores, comparisons across intervention streams, and interpretation of results for Grade 2 and Grade 3 across home language and EFAL composite measures.\"}]","Early Grade Reading Programme II (EGRP II) South Africa 2024-2025 - Final Evaluation Report | PDF",1792378787]