Program Report ansf literacy Program: The Afghan National Security Forces in the Central & Eastern Provinces of Afghanistan, August 2010-December 2014 United Alliance Global Solutions
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| B. Conduct and Results
1. History To support the literacy needs of the ANSF, the literacy program was designed and initially conducted using the “continuous education” approach. This approach to training allowed soldiers to learn and advance according to their individual learning styles and availability for training. Soldiers progressed through the grades as the wartime mission allowed. This was a performance-based approach that was not dependent on the soldiers and police attending classes for set periods of time that may or may not fit their wartime duties. The students attended literacy classes when they were available and received instruction according to their individual academic level and progressed through grades one through three. In January 2014, the program approach was modified to include that ANSF students be grouped into grade-level classes that meet for a prescribed amount of hours before advancing to the next level or graduating. In order for a class to graduate, the class is required to obtain the amount of training listed in the Performance of Work Statement (PWS). The program was monitored by NTM-A according to the number of classes conducted each month. NTM-A required monthly reports on specific classes only, not on individual academic or attendance data. The ANSF did not have a personnel system available to house individual records. UAGS maintained detailed attendance and academic records for all classes and students. In order to assess individual academic achievement, teacher effectiveness, and attendance, UAGS collected, maintained, and analyzed detailed student records using a company-designed database. In order to report on the program it is necessary to discuss both classes and academic results. Within the ANSF Literacy Program, classes were the United States Government’s primary unit of measure in tracking, oversight, and payment for services. Academic results, at both the class and individual student levels, are significantly important. For the purpose of this report, academic results will be primarily discussed in the form of grade-level graduations. During the course of this four-year program, ANSF classes did not always have fixed groups of students progressing as “classes” through courses. For that reason, reporting on their academic progress as fixed groups would not be an accurate analysis or description of the program. Download 221.99 Kb. Share with your friends:
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