RESEARCH FOR EFFECTIVE EDUCATION
PROGRAMMING – AFRICA (REEP)
FEASIBILITY DETERMINATION: SOMA UMENYE MID-TERM 
PERFORMANCE EVALUATION
Approved Date: TBD
Contract End Date: September 28, 2021
Contract Number: AID-OAA-TO-16-00024
Activity Start Date and End Date: 9/29/2016 – 9/28/2021
Total Award Amount: $7,949,966.00
Implemented by: Dexis Consulting Group (Dexis)
Subcontractors: Research Triangle Institute (RTI)
U.S. GOVERNMENT WORK
Research for Effective Education 
Programming – Africa (REEP)
Feasibility Determination: Soma 
Umenye Mid-Term Performance 
Evaluation
February 16, 2018
Research for Effective Education Programming – Africa (REEP)
Contract Number: AID-OAA-TO-16-00024
DISCLAIMER
Produced by Dexis Consulting Group for the United States Agency for International Development
Research for Effective Education Programming-Africa (REEP) 
Feasibility Assessment: Soma Umenye
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ACTIVITY SUMMARY AND CONTEXT
Soma Umenye, a five-year (7/2016-7/2021), $72.4 million contract is USAID/Rwanda's flagship reading 
activity. It aims to improve the reading skills of one million public school learners, nationwide, in grades 
1-3, with the objective that at least 70 percent of these students are able to read grade-level text with 
fluency and comprehension. The first year of the project was recently completed, and a performance 
evaluation was determined to be an important tool in helping to assess and learn from the initial year of 
the project, and to guide appropriate adjustments as the program progresses. 
Over the past two decades, Rwanda has made progress towards its goal of becoming a middle-income, 
knowledge-based economy. Underpinning Rwanda’s strategy to foster and sustain economic, social, and 
political advances, is the guiding document, Rwanda Vision 2020. The strategy emphasizes strengthening 
human capital formation, particularly though education service delivery, which is comprised of two key 
components: access and quality. 
In terms of access, Rwanda has achieved near universal access to primary education. According to the 
2013/4 Global Monitoring Report, Rwanda ranked as one of the top three performers in the last five 
years, which was achieved by reducing the out-of-school population by at least 85 percent. However, 
there is a notable need for increased and strategic investment in the basic education sector to reach 
comparable improvements in the quality of education. 
There is a growing understanding of the importance of, and interest in, early grade learning outcomes in 
the education sector, as reflected by a goal in the latest version of the education sector plan (currently 
being finalized) that aims to ensure all students leave the early grades of primary equipped with literacy 
and numeracy skills. 
Soma Umenye aims to improve student reading by:
• Improving quality of classroom instruction at the primary level through the application of 
teacher and student performance standards, and the implementation of an evidence-based in￾service training and coaching program
• Strengthening the pre-service teacher training program
• Increasing availability and use of evidence-based and gender-sensitive early grade reading 
materials
• Strengthening the capacity of the Ministry of Education and University of Rwanda to conduct and 
apply research, and lead the reading reform process
Despite a growing interest in focusing on early grade learning outcomes, there are challenging issues 
being faced around acquiring sufficient data and evidence to support technically strong decision 
making. While one development partner, the Department for International Development (DFID), has 
been exploring investment in the early grades of primary, their program, due to roll out in 2018, is 
focused on English and is still in the process of being reviewed and validated by the Government of 
Rwanda. It remains unclear how the DFID program might contribute to or challenge USAID/Rwanda’s 
opportunities for successful implementation of Soma Umenye. Other than DFID, USAID is the only 
development partner making a significant investment in the early grade learning space in Rwanda. 
Soma Umenye experienced some performance and management issues in its first year of implementation 
and is now working on an adjusted approach moving into Year 2. USAID and the implementing partner 
have been working intensely over the last couple of months on course correction for Soma Umenye, 
Research for Effective Education Programming-Africa (REEP) 
Feasibility Assessment: Soma Umenye
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including a major revision to the roll-out plan and on repositioning the activity to better align with 
Government of Rwanda systems. In addition, due to delays, performance issues, and changes in the roll 
out of Soma Umenye, the impact evaluation contracted to contribute to USAID/Rwanda’s early grade 
reading learning agenda is being reviewed for possible modification.
The USAID/Rwanda Mission requested a performance evaluation to determine the effectiveness and 
implementation of Soma Umenye thus far. Specifically, the performance evaluation will examine the 
effectiveness of the project approach and implementation, assess the performance of the implementing 
partner, and identify areas for improvement or adjustment. The evaluation may explore how this 
activity relates to and feeds into the larger effort of USAID, the Government of Rwanda and other 
partners in improving early grade learning. 
Based on conversations with USAID, and the information contained in this document, it is Dexis’ 
determination that this activity is feasible within the Research for Effective Education Programming – 
Africa (REEP) Task Order and therefore it is our recommendation to proceed with this activity. 
EVALUATION PURPOSE
This is a formative midline performance evaluation. Through this evaluation, USAID/Rwanda aims to 
identify areas that could inform mid-course corrections to improve outcomes through the assessment of
current and past performance in implementation, including critical factors for success as well as
challenges both in terms of outcomes achieved, and in key stakeholders’ perceptions. Additional aims of 
the evaluation include:
• An examination of how the realities of implementation remain in line with what was envisioned 
for the activity, or have needed to evolve, based on the size and complexity of the activity, 
evolving local environment and the significance of USAID investment to the education 
sector. Have those changes effectively addressed new challenges and opportunities? If yes, 
how? If not, why? 
• An assessment of how the implementing partner has performed, along with its sub-contractors, 
against the terms of the contract and in the eyes of stakeholders, to document and 
better understand any issues, with a particular focus on challenges faced to date around working 
effectively with the Government of Rwanda. 
PRIMARY EVALUATION QUESTIONS
To meet these aims, primary evaluation questions would include:
1. Has implementation of the project aligned with contractor objectives? If not, how has it evolved 
or adapted to address new challenges, opportunities, and realities? 
a. Has the project employed any adaptive management approaches? 
2. How has the implementing partner and its team performed against the terms of the contract? In 
terms of targets and indicators, as well as in the eyes of stakeholders (primary factors for 
success, challenges, contextual factors). 
3. In the remaining years of the activity, how can the implementing partner and USAID improve 
activity outcomes? 
Research for Effective Education Programming-Africa (REEP) 
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4. Is there an opportunity to strengthen collaborating, learning, and adapting (CLA) practices in the
project to facilitate adaptive management in support of more effective implementation in the
second half of the contract?
EVALUATION METHODOLOGY
The proposed activity will be a mixed-methods formative performance evaluation. Key data collection 
methods include: 
• Desk review of relevant literature and program documentation
• Key informant and individual interviews
• Focus group discussions
• Survey implementation
EVALUATION TEAM COMPOSITION
The evaluation team will feature a balanced mix of international and local expertise in evaluation and 
education. The following positions will be included:
• Evaluation Team Lead
• Senior Evaluation Specialist
• Mid-level Evaluation Specialist
• Education Evaluation Specialist
• Local Evaluation Specialist
TIMING
The evaluation is anticipated to take place in August/September 2018. This start date allows for 
adequate time within the second year of project implementation to effectively assess 2018 
implementation, and to incorporate and plan for any adjustments prior to the 2019 school year. The 
evaluation would be scheduled to occur before the end of the 2018 school year, prior to preparation 
for end-of-year exams, which will take place in late October and early November. 
Feb Mar Apr May Jun Jul Aug Sep Oct Nov
Feasibility Determination
Research Plan
Recruitment, Planning, Logistics, and Methodology 
Finalization
Pre-Field Work Planning, Team Planning Meeting, 
Onboarding
Field Work
Data Analysis and Reporting
2018
Soma Umenye Mid-Term Performance Evaluation