Kenya Multi-Year Programme 2011-2013 - VVOB

Table of Content0. Introduction ___________________________________________________________________ 81. Overview of the country _________________________________________________________ 91.1. Profile of the country _________________________________________________________ 91.2. Recent history _____________________________________________________________ 101.3. Political context and perspectives ______________________________________________ 101.3.1. Home affairs ___________________________________________________________ 101.3.2. International relations ____________________________________________________ 111.4. Socio-economic context and perspectives ________________________________________ 111.5. Important transversal themes __________________________________________________ 111.5.1. Gender _______________________________________________________________ 111.5.2. Environment ___________________________________________________________ 121.5.3. HIV/AIDS______________________________________________________________ 122. Development options for the partner country ______________________________________ 132.1. Development plans and poverty reduction ________________________________________ 132.1.1. Vision 2030 ____________________________________________________________ 132.1.2. Good governance _______________________________________________________ 142.2. The process of ownership and donor coordination _________________________________ 142.3. Perspectives and critical analysis of the situation __________________________________ 143. Sector analysis Education ______________________________________________________ 153.1. Overview of the education system ______________________________________________ 153.2. Local policy framework _______________________________________________________ 153.2.1. Framework for Education, Training & Research _______________________________ 153.2.2. The Kenya Education Sector Support Programme (KESSP). _____________________ 153.3. Most important challenges ____________________________________________________ 173.3.1. Education budget and indicators ___________________________________________ 173.3.2. Increased access and equity without quality loss: Challenges_____________________ 173.4. Transversal themes in the education system ______________________________________ 194. Analysis of the VVOB support ___________________________________________________ 204.1. History & antecedents of the collaboration _______________________________________ 204.1.1. The Kenya Country Programme ____________________________________________ 204.1.2. The International Programme ______________________________________________ 204.2. Short presentation and analysis of realizations between 2008 and 2010 ________________ 214.2.1. MOE-VVOB Collaboration programme _______________________________________ 214.2.1.1. ICT Integration ______________________________________________________ 214.2.1.2. Healthy Learning ____________________________________________________ 224.2.2. Finishing project: KMTC-VVOB Skillslab National Expansion Project _______________ 224.3. Lessons learned ____________________________________________________________ 234.3.1. Tuning into local policy ___________________________________________________ 234.3.2. Ownership and Partnership _______________________________________________ 234.3.3. Sustainability ___________________________________________________________ 234.3.4. Result orientation (effect and impact) ________________________________________ 244.3.5. Internal efficiency _______________________________________________________ 244.3.6. Synergy and complementarities ____________________________________________ 255. General framework of the cooperation strategy 2011-2013 ___________________________ 265.1. Principles of a continued cooperation ___________________________________________ 265.1.1. Inclusion in the national education policy and the strategic framework ―Education andtraining for Vision 2030‖ _______________________________________________________ 265.1.2. Geografical choice ______________________________________________________ 265.1.3. Thematic choice ________________________________________________________ 266. Applied cooperation strategies 2011-2013 _________________________________________ 28Kenya - Multi-Year Programme 2011-2013 5/148

6.1. Development of the programme: Description of the process __________________________ 286.2. Problem analysis and motivation _______________________________________________ 286.2.1. ICT Integration _________________________________________________________ 316.2.2. Healthy learning ________________________________________________________ 326.3. Selection criteria and motivation of partners selection ______________________________ 336.3.1. Selection criteria and motivation of the choices ( strategic and operational partners) ___ 336.3.2. SWOT analysis of the operational partners ___________________________________ 336.3.2.1. For ICT Integration __________________________________________________ 336.3.2.2. For Healthy Learning _________________________________________________ 356.4. Programme description and analysis ____________________________________________ 356.4.1. Overall objective ________________________________________________________ 356.4.2. ICT Integration _________________________________________________________ 366.4.2.1. Specific objective ____________________________________________________ 366.4.2.2. Description of chosen strategy for achieving programme objectives ____________ 366.4.2.3. Description of target groups (direct/indirect) _______________________________ 406.4.2.4. Analysis of the strategy _______________________________________________ 416.4.2.5. Description of partnership _____________________________________________ 486.4.2.6. Description of the general assumptions and risk analysis ____________________ 496.4.2.7. Intervention logic ____________________________________________________ 496.4.2.8. Exit-strategies and points of attention concerning sustainability ________________ 546.4.3. Healthy Learning ________________________________________________________ 556.4.3.1. Specific objective ____________________________________________________ 556.4.3.2. Description of chosen strategy for achieving programme objectives ____________ 556.4.3.3. Description of target groups ___________________________________________ 566.4.3.4. Analysis of the strategy _______________________________________________ 566.4.3.5. Description of partnership _____________________________________________ 616.4.3.6. Description of the general assumptions and risk analysis ____________________ 616.4.3.7. Intervention logic ____________________________________________________ 646.4.3.8. Exit-strategies and points of attention concerning sustainability ________________ 656.5. Implementation modalities ____________________________________________________ 666.5.1. Organization of the execution ______________________________________________ 666.5.1.1. Organisational structure of the programme ________________________________ 666.5.1.2. Organisational chart of VVOB __________________________________________ 686.5.1.3. Human resources plan and assignments _________________________________ 686.5.1.4. Profiles and job descriptions VVOB staff 2011-2013 ________________________ 696.5.2. Description of cooperation agreement with strategic & operational partners __________ 696.5.3. Monitoring and Evaluation ________________________________________________ 706.5.3.1. ICT Integration ______________________________________________________ 706.5.3.2. Healthy Learning ____________________________________________________ 706.5.4. Impact evaluation _______________________________________________________ 706.6. Synergy and complementarity with other actors ___________________________________ 716.6.1. General within KESSP ___________________________________________________ 716.6.2. Specific - VVOB programme 2011-2013 _____________________________________ 727. Annexes - Overview ___________________________________________________________ 737.1. Problem trees ______________________________________________________________ 747.1.1. Overall Problem tree _____________________________________________________ 747.1.2. Problem tree ICT Integration ______________________________________________ 757.1.3. Problem tree Healthy Learning _____________________________________________ 767.2. Solutions tree ______________________________________________________________ 777.2.1. Overall solution tree _____________________________________________________ 777.2.2. Solution tree ICT Integration _______________________________________________ 787.2.3. Solution tree Healthy Learning _____________________________________________ 797.3. Logical Frameworks _________________________________________________________ 807.3.1. Logical Framework ICT Integration _________________________________________ 807.3.2. Logical Framework Healthy Learning ________________________________________ 897.4. Budget tables per SO and IR per year ___________________________________________ 947.5. Budget tables per objective and with the totals by cost category per year _______________ 967.6. Table with indicators per SO and IR ____________________________________________ 987.6.1. Table with indicators and Values – ICT Integration _____________________________ 98Kenya - Multi-Year Programme 2011-2013 6/148

7.6.2. Table with indicators and Values – Healthy Learning __________________________ 1067.7. Chronogram ______________________________________________________________ 1127.8. Alignment matrix VVOB programme with local policy ______________________________ 1137.9. Contact details of main operational partners _____________________________________ 1147.10. Overview of bank accounts used in the programme ______________________________ 1167.11. Description of means available for management of the programme __________________ 1177.12. Profiles and job descriptions VVOB staff 2011-2013 ______________________________ 1207.13. Programme Agreements ___________________________________________________ 132Kenya - Multi-Year Programme 2011-2013 7/148

0. IntroductionThis document presents the strategy for the second phase (2011-2013) of a multi-annual collaborationprogramme agreed between The Ministry of Education of Kenya and VVOB for the period 2008 –2013. The strategy is developed in the framework of an intense collaboration between the Ministry ofEducation and the education development partners for the planning and implementation of the KenyaEducation Sector Support Programme (KESSP I and II), to which VVOB offers specific contributions. Itis also based on the results of phase I (2008 -2010) of the VVOB-MOE collaboration programme.Kenya - Multi-Year Programme 2011-2013 8/148

1. Overview of the country1.1. Profile of the countryOfficial nameIndependanceCapitalMain cities & townsAreaEthnic groupsRepublic of Kenya12 December 1963 (from Great-Britain)NairobiMombasa, Kisumu, Nakuru,Eldoret, Nyeri580.367 km 2 (19 times Belgium)About 40 different ethnic groupsGovernment Republic with 8 provinces and 274districts. Strong centralgovernment, despite efforts todecentralisation (mainly at districtlevel)Legislative powerParliament with one chamberReligions Protestant (45%); catholic (33%);islam (10%); hindu and othereastern religions, traditional beliefs(12%)LanguagesEnglish and Kiswahili (official),more than 40 ethnic languages.The table below gives an overview of the most relevant indicators:IndicatorYearPopulation (2) 38.8 million 2009 (census)% rural population (1) 77.8% 2010Population growth rate (1) One million per year 2009 (census)Fertility Rate (4) 4.6 (2.7 urban and 5.2 rural) 2008Under five mortality rate (4) 74/1000 live births 2008Life expectancy at birth (1) 48 healthy + 10 unhealthy years 2007Nett migration rate (1) -0.1 % 2005 - 2010HIV/aids prevalence adults (15-49 yrs ) (4) 6.3. 2008Human development index (1) 0.541 (ranked 147th out of 194) 2007GDP real growth (2) 1.7 %2.5 %20082009(provisional)GDP per capita (2) USD 778 2008Population below poverty line (1) 52% 2007Public debt (9) 45% of GDP 2009Unemployment rate (9) 15-24 year olds: 25%2005-200625-29 yrs olds: 15%30-50 yr olds: 8%Inflation rate (month-on-month) (2) 3.7% April 2010Education expenditure (10)17% of national budget financialyear 2010-2011June 2010Kenya - Multi-Year Programme 2011-2013 9/148

IndicatorYearMilitary expenditure (7) 281 USD 2005 (est)Literacy rate adult population (+ 15yrs) (3) Literacy (functional) : 61.5% and 2005numeracy (functional): 64.5%Teacher/pupil ratio primary education (5b) 45:1 2009Teacher/pupil ratio secondary education (5b) 36:1 2009Corruption perception index(0=highly corrupt; 10=clean) (6)3.5 2009Sources: (1) UNDP Development Report 2009, (2) Central Bank of Kenya (3) Kenya Adult Literacy Survey 2006,(4) Kenya Bureau of Statistics Kenya Demographic and Health Survey June 2010, (5a) MOE Education Facts andFigures 2002-2008, (5b) (AG) PS MOE presentation during budget Joint Budget Meeting March 2010 (6)Transparency International Global Corruption Barometer 2009,(7) www.GlobalSecurity.org, (8) www.IndexMundi.com (9) World Bank Report on Kenya 21 March 2010,(10)Ministry of Finance Kenya Budget Speech 13 June 20101.2. Recent historyThe current president, Mwai Kibaki, came to power, for a second term, through the controversialelections of December 2007 that resulted in violent clashes which lead to more than 1,300 deaths and300,000 internally displaced people. It required the intervention of the international community (UnitedNations, African Union) to bring the country back from the brink of civil war and to forge a coalitiongovernment with Raila Odinga of the Orange Democratic Movement (ODM) filling a newly createdposition of Prime Minister.The first Kibaki government (2003 – 2007) of the National Rainbow Coalition (NARC) could not deliveron its promises of economic revival and ―zero tolerance towards corruption‖. A new proposedconstitution was rejected by 57% of the voters in a historic referendum, in november 2005. The ―Nocamp‖of the NARC-government went on to form the ODM.Since then, the proposed new constitution has been reviewed afresh, generating heated public andparliamentary debates on issues such as land ownership, abortion, kadhi courts (islamic familycourts). There will be a new referendum on 3 August 2010.1.3. Political context and perspectives1.3.1. Home affairsUp to early 2008, when the post-election violence erupted, Kenya had been a beacon of stability in avolatile region. Two years later, the country seems to have recovered from the tribal based politicalantagonism. The International Criminal Court received the ―go-ahead‖ to bring the mastermindsbehind the violence to book, helping the healing process. But there are still undercurrents, that mightsurface again at the next elections, in December 2012?Conflicts such as local battles between ethnic groups for water resources or grasing land are stilloccuring. Occasionally, some clashes erupt at the borders with neighbouring countries such asEthiopia, Sudan, Somalia. Over the years, there has been an increase of small ordonance andweapons, mainly as a result of the the influx of displaced people from neighbouring countries inconflict. Kenya was in the 14th position (out of 177) in the Failed States Index 1 2009 of the Fund forPeace (Washington).1 The Failed States Index uses parameters such as demografic pressure, displaced people, unbalanced economic development,poor services, human rights violations... The Fund for Peace‟s mission is ―to prevent war and to reduce causes of war‖.Kenya - Multi-Year Programme 2011-2013 10/148

1.3.2. International relationsKenya is member of many international organisations: United Nations, ACP (Africa, Carribean &Pacific), AU (African Union), COMESA (Common Market for Eastern and Southern Africa) 2 , WorldTrade Organisation, IGAD (Intergovernmental Authority on Development in East Africa) 3 , NEPAD(New Partnership for African Development)The African seat of the United Nations is in Nairobi. UNEP (United Nations Environment Programme)and Habitat (Human Settlements) also have their head office in Nairobi. Over the past three decades,Kenya has had an important influence in de peace processes in the Horn of Africa, especially forSudan and Somalia. Kenya still hosts tens of thousands of displaced people from these countries,many of them in camps. Internationally, Kenya is seen as a ―moderate‖ partner.The United States of America see Kenya as an ally in the battle against extreme regimes andterrorism. The country still has special ties with Great Britain and has a good relationship withthe Europian Union (with a very big delegation in Nairobi). The EU is Kenya’s largestdevelopment partner contributing € 383 million for the period 2008-2013 in support of Kenya’s“Vision 2030”. As is the case with other African countries, Kenya is increasing its links withChina.1.4. Socio-economic context and perspectivesThe Human Development Index of Kenya 4, 5 has fluctuated from 0.533 (1990) over 0.491 in 2004 to0.541 in 2009. In the UNDP report of 2009, Kenya was occupying the 147 th place out of 182 countriesin the world – (in 2004, it was ranked 152 nd ). Life expectancy stood at 58 in 2007 (of which 48‖ healthyyears‖)The human poverty index of persons living below US$1.25 a day (poverty measure) stood at 19.7% inthe period 2002 – 2007/ Persons living below US$ 2.00 a day stood at 39.9% in the same period.However, Kenya‘s economy is recovering steadily from four successive shocks (post election violencefollowed by global financial, fuel and food crises in 2008, and drought in 2009) and is forecast to growat 4.0 percent in 2010, according to a new World Bank report 6 . It even has the potential to improvefurther to 4.9 percent in 2011 if no shocks occur. “After two years of low growth, most Kenyans in 2010will again experience improving living conditions. But Kenya could do even better, and benefit fromthe strong growth momentum in the rest of East Africa.”The Kenya Economic Update describes theKenyan economy as ―running on one engine‖ since growth is imbalanced, predominantly driven bydomestic consumption fuelled by imports. Exports, it explains, are weak — shrinking from 40 percentof total output in the 1960s to 26 percent in 2009 — due to the underperformance of the agricultureand manufacturing sectors. This import-led growth has also created a large current account deficit.See also table higher (paragraph 1.1.) for other socio-econonomic indicators.1.5. Important transversal themes1.5.1. GenderDe Kenya Government recognizes ―Gender‖ as a transversal theme. However, gender inequalityremains a key issue. Women account for only 30 percent of wage employment and 24 percent of civilservice employment, mainly in the lower cadres. There is still under-representation of women indecisionmaking positions (e.g 10% in parliament and 17% as ministers).2 Angola, Burundi, Comoren, D R Congo, Djibouti, Egypt, Eritrea, Ethiopia, Kenya, Madagascar, Malawi, Mauritius, Namibia,Rwanda, Seychelles, Sudan, Swaziland, Uganda, Zambia, Zimbabwe.3 Djibouti, Ethiopia, Kenya, Somalia, Sudan and Uganda4 Source: UNDP, Human Development Report 2009,5 HDI ( with a value between 0 and 1) is the average of three factors: average life expectancy at birth (benchmark 85yrs),education for all (basic + adults), accepable standard of living (per capita income).6 World Bank, Kenya Economic Update June 2010Kenya - Multi-Year Programme 2011-2013 11/148

2.1.2. Good governanceKenya has a mixed record on governance 10 . In comparison to its peers, it scores well on voiceaccountability, regulatory quality, revenue mobilizations, public administration, macroeconomic andbudgetary management. By contrast, it scores well below the norm for lower-income countries andsub-Sahara Africa on rule of law and control of corruption.Development is made possible through proper management. The Government makes efforts withrespect to good governance and aims to meet the national strategic objectives with the availablemeans. Recent national budgets (since financial year July 07- June 08) are planning prudently byexcluding external bilateral budget support from the fiscal framework. Only grants and loans are beingincluded (app. 5% of the budget). Since the review of the Medium Term Expenditure Framework(MTEF) process, in 2004, the government has made progress on making the budget process moretransparant and participative. Various reporting mechanisms such as the Public Expenditure TrackingSurveys (PETS) 11 are being implemented.De Kenya Anti Corruption Commission is operational, and recent Budget Outlook Papers (e.g.2007/08) promised the implementation of a mid-term anti-corruption strategy (with SMART indicators).In reality, it still appears that there is insufficient goodwill at the highest levels, because seniorpoliticians are personally involved. In 2009, several big scandals (eg maize procurement, illegal sale ofcemetary land in Nairobi, misappropriation of 103 million Ksh in the Ministry of Education) wereuncovered. Although some officers involved were suspended or taken to court, so far no-one has beensentenced.Generally, the government is adopting a more communicative attitude, sharing more information withthe public. This happens through publications in the press and through government websites(http://www.kenya.go.ke). Use of e-mail in communication with and within government has increasedover the past few years. The government has adopted a Result Based Management approach andcivil servants (of middle and senior level) sign annual ―performance contracts‖.2.2. The process of ownership and donor coordinationThe Kenya government has embraced the Sector Wide Approach to Programme Planning (SWAP).The first such a plan (selected in line with the priorities of the economic development plans of the time)was the Kenya Education Sector Support Programme 2005-2010 (KESSP, July 2005).The sector wide plan for Health was finalised at the end of 2006 and used many of the lessonslearned from the education sector to improve the process. Besides sectorwide programmes, Kenyaalso has more limited sector plans, e.g on Justice, Governance Law & Order Sector (JGLOS). All ofthese sector plans are important instruments in the collaboration between the Kenya Government andthe development partners. Each sector has platforms or sector groups for consultation andcoordination, monitoring and evaluation. All bi-lateral countries harmonize efforts under the KenyaJoint Assistance framework (KJAS - www.hackenya.org) to operationalise the principles of the ParisDeclaration on Aid Effectiveness (2005) (and subsequent 3rd High level forum in Accra, Ghana inseptember 2008)2.3. Perspectives and critical analysis of the situationThe country made big strides under the previous NARC government (2003-2007). The sector plansoffer clear frameworks for coordination and harmonization between all actors, as well as forimplementation. These plans are guided by the government and most of the expenditure has beencovered with Kenya‘s own means (94%). The development partners mainly played a guiding role andtheir funding is increasingly for capacity building and system development.10 World Bank Governance Indicators for EAC countries 200811 E.g. Public expenditure tracking of secondary education bursary fund in Nairobi Province, Kenya, 2008Kenya - Multi-Year Programme 2011-2013 14/148

During the violent post-election period, most of the development partners suspended theirdevelopment support in favour of helping the internally displaced people and for peace education.Once the Coalition Government was formed, the thread of development cooperation was picked upagain.3. Sector analysis Education3.1. Overview of the education systemKenya‘s education system is called ―8-4-4‖, with eight years primary education (7-14 yrs), four yearssecondary (15-18 years) and 4 years higher education. Secondary education is general. Withexception of some post-primary vocational training courses, the technical training is offered at postsecondarylevel.Free Primary Education was introduced early 2003, which resulted in bringing about 1.5 million morechildren into the system. Despite the succes of FPE, there are still an estimated 500,000 to 750,000children out of primary school. To encourage transition from primary to secondary, the governmentlaunched Free Secondary Day Education in 2008, with success.Early Childhood Development Education (2 to 6 years) is increasingly encouraged. In 2006, the ECDEcurriculum was developed and the Ministry of Education started to build classrooms in 2007. TheGovernment had promised to start paying the salaries of ECD teachers from 2010, but this has, so far,not been implemented.Most schools are government schools. But over the years, many schools were started by parents,social or religious groups. These schools often receive government support in the form of teachersemployed by the Teachers‟ Service Commission. All recognized schools prepare their pupils andstudents for centrally managed, state exams (Kenya Certificate of Primary Education and KenyaCertificate of Secondary Education), organised by the Kenya National Examinations Council. KenyaInstitute of Education is in charge of curriculum development and review. KIE also compiles the list ofapproved school text books.3.2. Local policy framework3.2.1. Framework for Education, Training & ResearchThe Framework for Education, Training & Research (Sessional Paper No 1 – 2005) provides theoutline. KESSP has been developed to operationalise this legal document.3.2.2. The Kenya Education Sector Support Programme (KESSP).KESSP was launched in July 2005 after an extensive sector wide (SWAP) consultation - over aperiod of 18 months – between the (then) Ministry of Education, Science & Technology, otherministries, NGO‘s, civic education organisations, other partners and donors. The World Bank, DfIDand CIDA were the main supporters of this process. The senior managers of the time (educationminister and his assistent-ministers) were directly envolved, under guidance of the PermanentSecretary. For further development and implementation of the plan, a new management structure andmechanisms were set up 12 .KESSP is supported by the development partners in various ways. Some, such as World Bank, CIDA,DfiD, and to a certain extent UNICEF are pooling their funding. Others, such as World FoodProgramme, JICA, AfDB, VVOB... have specific agreements for specific joint programmes with directfunding, within the KESSP framework.12 The Ministry of Education, Science & Technology was split in two ministries, in November 2005. But KESSP remains a joint plan.Kenya - Multi-Year Programme 2011-2013 15/148

VVOB has been involved with (preparations of) KESSP since February 2005. The developmentpartners and the education ministries agreed on ―Partnership Principles‖, that are not linked to thefinancing modalities. These principles define processes of consultation, communication, monitoringand evaluation.Various consultation mechanism between the education ministries and the development partners arewell established, since 2005:Annual Joint Review Mission in October/NovemberAnnual Joint Budget Review Workshop in March/AprilCommunication between the ministries and the ―Education Donor Consultative Group‖ through thelead donorsQuarterly joint meeting with the EDCG co-chaired by the Permanent SecretariesAdditional mechanisms depending on the needs: e.g ad hoc working groups; consultation of otherstakeholders such as parents associations, private sector... )Joint field visits (often as part of the annual Review Mission) for identification, monitoring, audit,evaluation...KESSP I was formulated for five years, till June 2010 and has been hailed as a good and wellimplemented plan. However, when an internal audit (early 2009) revealed that the equivalent of about1 million Euro (103 million Kenya Shillings) was not properly accounted for, the pooling partners putthe support on halt. To give the Kenya Government time to address the issues (including prosecutionof perpetrators), KESSP I was extended with one year (till June 2011).In the meantime, KESSP II “Quality education and training for Vison 2030” (July 2011 – June 2016) isbeing developed. It will be a strategic response to the education and training challenge of Vision 2030.It builds on the achievements of KESSP I.The strategic priorities for KESSP II are as follows:Providing access to quality primary education opportunities for all children.Establishing strong quality management systems.Expanding rapidly opportunities for high quality mathematics and science instruction and access toICT learning.Ensuring that schools play a central role in de development of a healthy and secure society.Accelerating the decentralization of education sector managment.Strenghtening M&E systems that provide the timely and accurate information on implementation,performance and impact.Launching partnerships with non-government providers and other stakeholders.Establishing management structures that ensure internal and external coordination and oversightsystems that are transparent, ensure strategic focus, and establish clear accountability.KESSP II will consist of 25 “investment programmes‖ (three more than KESSP I) with their ownobjectives and targets, clustered in four pillars:1. Access: Early childhood education, School infrastructure, Secondary education, TIVET, Universityeducation2. Equity: Special needs education, Non-formal education and training, School health, nutrition &meals, Education in ASAL regions, Adult basic education, Gender3. Quality : Instructional materials, Capacity development, Teacher management, Pre-service teachertraining,In-service training Primary, In-service training Secondary, Assessment, Curriculum, Qualityassurance4. Supporting services: ICT, EMIS, Communication, Guidance & counselling; Monitoring &Evaluation.Kenya - Multi-Year Programme 2011-2013 16/148

3.3. Most important challenges3.3.1. Education budget and indicatorsThe Kenya government considers education (and training) as one of the important catalysts foreconomic growth (Vision 2030). The sector receives the highest budget, increasing annually sinceintroduction of the Free Primary Education (2003) and the Free Day Secondary Education (2008). Inthe financial year 2010-2011, the sector will receive Ksh 170 billion, an increase of Ksh 15 billion fromthe previous year. This represents 17% of the total Government budget. About 90% is allocated forrecurrent expenditure and 10% for projects and investments.See table ―Key Performance Indicators‖3.3.2. Increased access and equity without quality loss: ChallengesWhile aiming to give more children access to education, the government is meeting huge challengessuch as poorly maintained and insufficient number of classrooms (both at primary and secondarylevel) shortage and poor distribution of teachers, big class groups in primary schools and insufficientlearning and teaching materials.These issues are being addressed through various channels. The Ministry, with support fromdevelopment partners, has an extensive programme to build new classrooms and to renovate others.Constituency Development Funds provided by the Ministry of Planning to address local priority needs,are also used for this purpose.In the financial year 2010-2011, the ministry will recruit temporary staff to alleviate some of theshortfall in teaching staff.MOE is providing school meals in poor areas of the country (mainly ASALs and urban slums) toprevent dropout by children from poor families. The School Meals Programme targets more than 1.2million children and absorbs nearly 8% of the KESSP budget. MOE, together with partners such asWorld Food Programme, is looking for sustainable alternatives for the current system (mainly ―in kind‖donations). The proposed ―Home Grown School Meals” aims, at the same time, to support localeconomies. Up to now, nearly 50% of the budget is used for transport from port to depot and then toschools. The new School Meals Programme will focus on higher nutrional value of the meals and linkmore with other health and nutrition interventions such as de-worming.KESSP I Key Performance IndicatorsSources: Ministry of Education Educational Statistical Booklet 2002-2008 (year 2008 data) and Presentation bythe Permanent Secretary (Ag) MOE during Annual Joint Budget Review March 2010.KESSPDevelopmentObjectivePerformanceIndicatorBaseline(2005)Progress as atOctober 31, 2008G=Girls, B=Boys,T= Total2010 Target1. Ensureequity ofaccess tobasiceducation.Net Enrollment Rate(NER)Primary CompletionRate (PCR)NER North EasternProvince83%67.4%B:26.6%; G:18.8%;T:23%B:94.6%; G:90.5%;T: 92.5%B:81.5%; G:75.3% T:79.5%B:50.1%; G:22.5%;T:36.5%96%92%40%GER Early ChildhoodDevelopment Ed.B:59.6%; G:56.2%;T:60.2B:61.6%; G:58.7;T:60.2%60%Gender Parity IndexNER.99 .98 (2009) 1.0Kenya - Multi-Year Programme 2011-2013 17/148

KESSPDevelopmentObjectivePerformanceIndicatorBaseline(2005)Progress as atOctober 31, 2008G=Girls, B=Boys,T= Total2010 Target2: Enhancequality andlearningachievement.Difference NERlowest and highestdistrictKenya Certificate ofPrimary Education(KCPE)Kenya Certificate ofSecondary Education(KCSE)Pupil-teacher Ratio(PTR) in publicprimary schools74.5 % points 67.6% point 40% pointsKCPEMean marks:171.16KCSE Number ofcandidates with C+or better (58,214)KCPEMean marks: 189.83KCSE > C 72,649Improved KCPEscore by 2% to250.5Improve by 20%(69,857)41:1 46:1 45:1Public primaryschools: class size60% above 50 40% above 50Eliminating classsizes > 50Pupil-textbook ratioEnglish, Math andScience 3:1 in bothlower and upperprimary levelsEnglish: 2:1 in lowerprimary; and for thethree subject areas 2:1for upper primary.1:1 per subjectTransition fromprimary to secondaryschools52.1% 70% 70%3. Provideopportunitiesfor furthereducation andtraining.Sub-sector strategiesNo sub-sectorstrategies weredeveloped, apartfrom primarySecondary, TIVET andUniversity Educationsub-sector strategieshave been developed,and operationalizationhas started4. StrengthenEducationSectormanagement.PTR at secondaryeducation levelPrimary educationshare of the budgetInterval betweenEMIS data collectionand publication57.4% (salary)18:1 20:1 21:114.7% non-salaryexpenditure52% (2008) due tosecondary educationexpansion;15% non-salary55% (salary)15% (non-salary)n.a. 18 months 6 monthsThe national school enrolment averages are masking serious regional disparities in terms of quality,efficiency and chances of access for poor children in general. Especially children in urban slums andthe ASAL areas are badly affected, and among those, girls the most.The Kenya education system can be described as ―preparation for exams”. National exams areoffered at the end of the primary (KCPE) and secundary cycles (KCSE). Although the nationalcurriculums are well developed, the teaching methods are mainly focusing on learning of facts that canbe replicated during the exams. The curricula include learning objectives in terms of transferable skills,life skills e.g., but since they are not examinable, they are neglected by the teachers and pupils showlittle interest. Student centred or practise based learning is hardly used. Most schools experienceshortages of didactic materials. Kenya is, since 2002, one of the countries tested, through theSouthern Africa Consortium for Monitoring Education Quality (SADMEQ), on “Learning Outcomes” forthe important skills (Mathematics, English and Sciences) and this for class four and six of the primarycycle. MOE is considering to intsitutionalise the testing of these learning outcomes, to supplement theKCPE exam.Kenya - Multi-Year Programme 2011-2013 18/148

School principals have little or no influence on deployment and transfers of the teachers. There arefew mechanisms to influence the teachers‘ performance. The Directorate for Quality Assurance andStandards is understaffed and does not even manage to visit each school at least once a year. Theteachers‘ unions who are very powerful are constantly trying to improve the remunerations for theteachers. In the financial year 2010-2011, the government has factored in a salary increase.One approach to increase the quality of education is in-service. Various pilot programmes for primaryteachers and managers are now being harmonized in a national system. The School EmpowermentProgramme is being rolled out since 2009.Although pre-service training of teachers is not being abandoned, it is more effective for MOE tointroduce innovation through in-service training, especially in times where not many new teachers arebeing recruited. The country currently has 21 primary teacher training colleges, one diploma collegefor secondary teachers, various courses at universities for secondary teacher training. Specialisedteacher training is offered at the Kenya Technical Teachers Training College and the Kenya Institutefor Special Education.MOE struggles with low management capacity, and this at all levels, from headquarters to schools.Introduction of Free Primary Education and KESSP went hand in hand with decentralisation (todistricts and schools), requiring new management approaches and accounting systems. The variouscadres are still not sufficiently prepared; systems for communication, monitoring and evaluation arenot or only partially developed. The political habit of establishing new districts (nearly doubled in twoyears) has lead to deployment of unexperienced and unprepared officers. Most progress has beenmade regarding accountability. In 2008, the retirement age for civil servants was increased from 55 to60 years. This has brought some reprieve for MOE that has very few middle level managers withsufficient experience to grow to higher cadres. But the issue of ―succession management‖ still needsto be fully addressed.MOE was the first ministery to develop and implement an ICT strategy (National ICT Strategy forEducation and Training, June 2006) based on the National ICT Policy (March 2006). The Ministeryrecognizes that ICT can contribute to improved quality of education, especially in situations withincreased school populations. The Kenya Institute of Education (KIE) is developing digital, local,content for primary and secondary education.The National ICT Strategy en de e-Government Strategy stress the importance of integrating ICT inthe curriculums at all levels, to develop the country to a “knowledge-based economy” , as expressed in―Vision 2030‖. The ―human resources sector‖ to which education belongs still has to put in a lot ofeffort to reach these goals.An essential, ICT driven management tool, is the national Education Management InformationSystem. EMIS is crucial for the implementation of KESSP. Since 2009, efforts are being made tointegrate various databases (eg national exam results, teachers service commision data, secondarybursaries, enrolment data... ) into one.3.4. Transversal themes in the education systemKESSP (see 3.2.2) has separate investment programmes for HIV&AIDS and Gender. An ―Educationand Gender‖ Policy is being implemented since August 2007. There are special efforts to reduceprevalence among learners and teachers.Environment is not included in KESSP in a structural way, but it receives attention under theprogrammes for infrastructure development and school health, nutrition & meals. Under the ―Economicstimulus package” from the central government, additional funds have been allocated (in 2009 and2010) for tree planing in schools. This programme is implemented by the Ministry of Education.Environment is included in the curriculum, at various levels and subjects (e.g. life skills, sciences,agriculture, ...)Kenya - Multi-Year Programme 2011-2013 19/148

4. Analysis of the VVOB support4.1. History & antecedents of the collaboration4.1.1. The Kenya Country ProgrammeThe collaboration between VVOB and the Kenya Government started in 1989 with the secondment oflecturers to national universities (till 1995) and medical officers for district hospitals (till 2002). Up till1999, the ―technical assistants‖ were the main feature of the VVOB programme. This evolved, throughincreased budgets, from 1996 onwards, to a project approach with clear work plans, objectives andstronger monitoring and evaluation. Since 1994, there was also a clear shift from ―substitution‖ tocapacity development. One of the new partners at the time, was the National Museums of Kenya. Thepartnership lasted till December 2007.The Skillslab project (2000-2004) at the Kenya Medical Training College in Nairobi was the first projectfor VVOB in Kenya. It was followed by a ―national extension‖ phase, which lasted till 31 March 2010.VVOB Kenya also carried out a number of initiatives in the technical sub-sector. First, in 1998, withThe Kenya Polytechnic in Nairobi (till end 2007) as partner and, from 2002 to 2006, also with theKenya Technical Teachers Training College (KTTC).The ―Training Capacity Building Project‖ (2003-2007) with the Kenya Education Staff Institute (KESI)kicked off the collaboration with the Ministry of Education.In 2008, the Ministry of Education became the main strategic (and operational) partner in VVOBKenya‘s first collaboration with a programme approach. This programme consists of two phases(2008-2010 and 2011–2013). This document describes the second phase.4.1.2. The International ProgrammeThe VVOB programme Kenya has had a second pillar consisting in a collaboration with InternationalResearch Centra, and this from the early 1990s. This partnership ran in the wider East and CentralAfrican region. This programme component did not fully evolve to a project approach, mainly becauseof limited operational budgets assigned to it. But the programme experienced the same shift in focustowards capacity development, training and development of learning materials. The main VVOB inputremained technical expertise.The most important partners in the period till end 2007 were:ILRAD / ILRI (International Lifestock Research Institute) with headquarters in Nairobi and activitiesin Kenya (1990 – 1997)UNEP (United Nations Environment Programme) headquarters in Nairobi and activities in Kenya,Zanzibar, Tanzania, Mauritius, Comoros, Madagascar, Mozambique - (1995 -1999)IITA (International Centre for Tropical Agriculture) Uganda with activities in Uganda and Rwanda.(1999 - 2006) – and before then IITA NigeriaINIBAP (International Network for the Improvement of Banana and Plantain) – renamed ―BIoversityinternational) with activities in Uganda, Burundi, Kenya, Ethiopia, Mozambique, Rwanda (2003 –2007).ICRAF (International Centre for Research in Agroforestry) – “The World Agroforestry Centre” withheadquarters in Nairobi and activities in Kenya, Rwanda, Burundi, Zimbabwe, DRCongo, Uganda,Mali, Cameroon. But also in Indonesia, Thailand, China (1992- 2007).ICRAF remained a main partner in the MOE-VVOB collaboration programme 2008-2010, building onthe joint experience of the ―Farmers of the Future‖ initiative (2002 – 2007).Brief presentation and analysis of the achievements in the period 2008-2010Kenya - Multi-Year Programme 2011-2013 20/148

4.2. Short presentation and analysis of realizations between 2008 and 20104.2.1. MOE-VVOB Collaboration programmeA collaboration programme between the Ministry of Education was developed for the period 2008-2013, on the strength of previous experiences, expertise and successes of VVOB with(in) theEducation sector. The developed programme also responded to requests from the Ministry ofEducation and has two components, each of them contributing to the MOE‘s efforts to achieve thetargets of KESSP. The achievements of the first phase (2008-2010) are presented in this chapter,based on the programme‘s own evaluation and on the findings of the external evaluation by StoopConsulting 13 . The programme 2011-2013 is building on these achievements and on the mainrecommendations of the external evaluation.4.2.1.1. ICT IntegrationMain strengths and achievementsThe programme:is highly relevant in the sector and is potentially a powerful driver of development,is well integrated into the ministry‘s operations and is in line with national policies and plans,has strong ownership at the level of the ministry and the operational partner CEMASTEA,is highly appreciated by the partners,makes good use of local systems, organizational structures and procedures,is complimentary to the main donor programmes on ICT,is making balanced use of input of the VVOB associates: advising, coordinating and facilitating,is, at this stage, impacting mostly on the functioning of the (technical) ICT unit and on the capacityof the middle level and senior managers to use ICT for management (e.g. 50 managers and theirassistants are enrolled in a ICT skills training programme, more than 30 MOE staff have attendedspecific training courses, relevant conferences or made study visits),is successfully strengthening the capacity of the members of the ICT Integration team that iscoordinating and harmonizing ICT intitiatives within KESSP,is catching up on the educational component, after delay in identifying a VVOB associate, especiallythrough CEMASTEA (capacity development for more than 60 trainers on ICT skills and integrationof ICT in teaching and learning which will be rolled out through national in-service for secondaryteachers),is ready to implement an MOE approved plan to set-up a national ICT Integration and InnovationCentre.Main areas for improvementThe ICT coordination structures at ministerial level still need to be formalised (eg in fully fledgedunit). But plans have been submitted to the Minister.There was under-spending in the first two years, for reasons mainly beyond the influence of theprogramme team (eg delayed official start due to post election violence 2008)Internal and external communication can be improved, especially in view of the growing complexityof the programme.There is need for an M&E system that generates critical information at school, district and nationallevel to stimulate processes of learning from the programme.There is need to develop exit scenario‘s with realistic result packages that can be achieved by2013.13 Stoop Consulting bvba (2010),Evaluation of VVOB Education Programs. Integrated report. Evaluation of 11 VVOB programsin 9 partner countries, Version 8.4.2010Kenya - Multi-Year Programme 2011-2013 21/148

4.2.1.2. Healthy LearningMain strengths and achievements.The programme:Builds on experiences with running programmes in MOE in the area of school meals, nutrition andhealth and adds an important educational component.Has been developed in line with ministries policies, with respect for local structures.Empowers schools to come up with locally owned and appropriate solutions.Is strongly targeted on disadvantaged pupils and has a poverty reduction potential.Has environment, gender and HIV/AIDS prevention clearly integrated in the strategies.Is planned, implemented, monitored and evaluated in close cooperation with the ministry.Has attention for participation at micro, meso and macro level.Is managing resources at various levels in a careful way.Has a low cost approach at school level with the idea that change is possible without large sums ofmoney or expensive outside expertise.So far, has visible effects at national (capacity development MOE staff of SHN&M Unit) and schoollevel (30, increased from initial 25, primary schools in ASAL areas implementing Healthy Learninginitiatives) but has also strengthened capacity of more than 40 district education officers in 8(increased from initial 5) districts.Main areas for improvement:The programme has a good M&E set-up which generates a large amount of M&E data that need aframework for analysis and feedback processes. A type of maturity model that would allow toposition schools on a certain maturity level according to parameters could be developed to visualiseprogress of schools and compare schools.Further explore district level structures that can provide a more coordinated support to schools, tohelp with the focus of scaling-up strategies.4.2.2. Finishing project: KMTC-VVOB Skillslab National Expansion ProjectThe National Expansion of the Skillslab Project ran outside the main VVOB Kenya Programme in theperiod between January 2008 and March 2010. This project has now been satisfactorily concludedand handed over to the operational partner, the Kenya Medical Training College.The project achieved the following results:Teachers and school managers of 25 schools (24 countrywide and Nairobi – in the pilot phase), haveincreased capacity; Skillslab methodology is integrated in the curriculum for Nurses and in thecurriculum for Clinical Officers; more than 60 study guides and teacher guidelines for clinical skillshave been developed; a sustainable system to update these manuals and to reproduce them for allnew students is in place; 25 medical schools are using Skillslab methodology for practical skillstraining; Objective Structured Clinical Examinations (―OSCE‖) are integrated in the evaluation system;Computer Assisted Learning has been introduced in most schools (in collaboration with Computers forSchools Kenya); an e-learning platform for KMTC has been developed and launched; “simulatedpatients‖ trained (for all schools), curriculum for First Aid and Emergency Medicine/ EHBO /DisasterManagement training developed; ―HIV/AIDS Positive Attitude Training‖ developed and institutionalised(all new students receive the training from a big pool of trainers); Competence Based and StudentCentred Learning are integrated in the curriculum, Peer Education is running successfully in 13colleges.The training in all satellite colleges of KMTC has improved. A detailed impact study 14 showed that thestudent nurses trained at KMTC through the skillslab methodology have better skills and are betterprepared for their jobs. The conclusion of the external evaluation 15 was ―that the project hascontributed to the improvement of training of health workers in Kenya, especially in the 24 colleges14 Chege Margaret, Kabiru Ephantus and Derese Anselme (2009) ‗Clinical Competence of Nursing Graduates in Kenya‘, AfricanJournal of Midwifery and Women‘s Health, Vol 3. No.215 Beryl Consult Ltd (Dec 2009) , KMTC-VVOB Skillslab Expansion Project End Term EvaluationKenya - Multi-Year Programme 2011-2013 22/148

where the project was implemented. For example, the Nursing Council of Kenya has integrated theuse of Skillslab as part of nursing training..”4.3. Lessons learned4.3.1. Tuning into local policyThe foundation policy for the education sector is the Sessional Paper 1, 2005, operationalized in theKenya Education Sector Support Programme, KESSP.4.3.2. Ownership and PartnershipKESSP, developed as a joint effort between the Kenya Government and the development partners, isthe framework for the operational plans of the Ministry of Education and the Ministry of HigherEducation, Science & Technology. It guides partners for involvement and support.KESSP has been widely acclaimed, by national and international partners, as a very good product,both regarding process (SWAP) and content. On the strength of the KESSP, Kenya received FastTrack Initiative funds for the education sector – not once, but three years in a row. the implementationhas also been, overall, positive. In the financial year 2008-09, some complacency regardingaccountability started to seep in, which might have given some people the opportunity tomisappropriation of about 1 million Euro (in 2009).VVOB has been involved with the development and implementation of KESSP, since early 2005.VVOB‘s multi-year programme 2008 – 2010 fully fitted within KESSP I. The multi-year programme2011-2013 is also fully aligned with KESSP (I & II) (see 5.1.1)VVOB is member of the “Education Donors Consultative Group”, which has representatives of bilateraland multi-lateral partners, civic society groups and some major implementing agencies. Thecurrent members are AfDB, CIDA, DAAD, DfID, European Commission, ILO, JICA, UNICEF,UNESCO, USAID, VVOB, World Bank, WFP (see also 4.3.6 Synergy and complimentarity). TheKESSP secretariat is also a member (representing both education ministries).4.3.3. SustainabilityThe programme 2008-2010 has been an integral part of the Government‘s own programme, KESSP,addressing particular needs and using the existing systems and structures. At the same time, though,the programme aimed to optimise certain of these MOE strategies and plans – and theirimplementation, jointly with the relevant departments, units and institutions of the Ministry ofEducation. Although the programme initiated new approaches, such as the ―Healthy Learning‖ inschools, they were not introduced with the aim to develop a blueprint for national roll-out. The focus ison integrating the lessons learned through the programme in the policies, strategies, systems andstructures of the Ministry.The same approach will be used in the next multi-year programme (2010-2013).The programme is embedded in the plans of its partners (strategic and operational), aiming to learnlessons that can be directly used in existing systems (for example within the in-service training ofteachers secondary Mathematics and Sciences, Home Grown School Meals programme).Consultation, harmonization and coordination with other actors (international partners, ICT TrustFund..) started well in the period 2008-2010 and will be continued.During the consulations for the development of the programme and the start in 2008, it became clearthat many institutions and schools have similar management challenges and that the Ministry ofEducation does not have sufficient capacity to support and advice them. We opted to work with thenational ministry to give support to intermediaire and local levels through guidelines, advise andcapacity development. This strategy will be continued in the period 2011-2013.Kenya - Multi-Year Programme 2011-2013 23/148

4.3.4. Result orientation (effect and impact)It is important to recognize that it will be difficult to identify linear input-result-impact links in complexand open systems such as the education sector. VVOB does not work in a laboratorium withcontrolable variables. A certain level of flexibility during implementation was required in Phase I andwill still be necessary in the remaining period. VVOB has the advantage that it can align its programmewith the implementation of KESSP, but this means that the VVOB programme cannot be carried out ina clearly pre-defined, by VVOB controled arena.The above approach has also been used to achieve the expected results. Choice of operationalpartners has been important in this respect. Wider effect and impact cannot be achieved much withoutthis essential ―anchoring‖. Baseline studies for both strategic objectives were carried out in Phase I.The new programme period (second phase) will be used to achieve wider effect and assess impact.4.3.5. Internal efficiencyThe programme 2008-2010 gave direct support to a number of partner teams from MOEdepartments, semi-autonomous institutions, KESSP Investment Programme teams. The main featureof the programme was the input of human resources to increase the capacity of the various partners.During this period, VVOB employed four international and four national associates. These weresupplemented by various short term local experts. Given the shortage in education managers andother staff, at MOE Headquarters, the Ministry continues to request for specific technical assistance.Compared with the programme 2003-2007, the input of the VVOB staff has evolved to a facilitatingand advisory role. Whenever possible, the programme used MOE staff (from the various operationallevels) as facilitators or for expert input. Their capacity development has been one of the priorities ofthe programme.The programme also benefited from the involvement of three (Kenyan and Flemish) ―interns‖. Theseyoung graduates volunteered for up to six months. They gave specific technical input (eg oncommunication, website development, environment).The programme has been efficient in its use of programme funds, because they were directlymanaged by VVOB. As much as possible, the programme uses the MOE systems and guidelines, e.g,for transfer of funds to Healthy Learning schools and payment of per diem allowances. This hasincreased accountability.The programme 2008-2010 paid special attention to information sharing and communication,especially to the higher management levels. Reflection on lessons learned, knowledge managementhave improved compared with the previous programme 2003-2007. In the second phase, this effortwill be continued and strengthened for those areas with under-performance.Management and coordination was the responsibility of various implementing teams of the Ministryof Education, with VVOB representation. The orginal programme document described setting-up ofsteering committees and advisory committees for the programme. It was soon realized that thesesteering committees had a role to play in a project setting, but would not be efficient in a programmeapproach. Running these committees required involving education managers with little spare time –and they would create additional, unsustainable, management levels. Instead, existing chanels orexternal opportunities were used to obtain the advice and steering, when needed. The MOE SeniorManagement Team, in charge of managing MOE, has been regularly consulted and asked for steeringand approval. Fora with external experts were called (eg Water harvesting forum), when required.This approach has proven to be more efficient and effective and will be continued in the nextprogramme.In Phase I, both sub-programmes collaborated in relation to a number of outputs and activities. Thiswill be continued in the next programme, for example:The ICT Integration programme supports Healthy Learning for its monitoring database (to beintegrated in the MOE Management Information System), web-based reporting, increased use of e-Kenya - Multi-Year Programme 2011-2013 24/148

mail communication between MOE officers (Head Office and Districts) and schools, staff capacitydevelopment on ICT skills ...)Content from Healthy Learning can be used at the National ICT Integration and Innovation Centrefor capacity development of teachers ...4.3.6. Synergy and complementaritiesKESSP is offering an excellent framework for synergies and complementarities between allstakeholders in the Education Sector.The various KESSP Investment Programmes develop their annual work plans and budgets, based onthe overall programme. Development partners are actively consulted during this process, to obtaincoordinated and integrated plans and budgets. Development partners indicate specific areas ofinterest and expertise for their inputs. The Education Donor Coordination Group facilitatescommunication between the donors for harmonization and complementarities, and this on variousareas, including provision of technical assistants, capacity development initiatives, o.a.KESSP promotes ―pooling‖ of funds, as explained under 3.2.2. Only a small number of developmentagencies (World Bank, DfID, CIDA, UNICEF) (can) implement this modality. However, their fundingconstitutes the majority of the external financial input. KESSP accepts inputs outside the financingpool, but would prefer to minimize non-basket funding. The Government makes strong efforts tocapture all inputs from all stakeholders (including NGOs, private sector) in order to obtain a realisticpicture of the financial capacity of the education ministries. The operational budgets of the VVOBprogramme are included in the Government‘s ―Printed estimates‖ as part of the national budget.Therefore, they have to be accounted for to the Kenyan Parliament – as well as to the BelgianGovernment.At the operational level, the programme has worked with many stakeholders, including otherdevelopment partners such as ICRAF, World Food Programme, JICA, UNICEF, USAID …; semiautonomousgovernment agencies such as KESI, KIE ..; departments from other ministries such asHealth, Water & Sanitation, Agriculture; private sector actors such as ICT companies… Thesespecific collaborations, under the guidance of the Ministry of Education have been linked toagreed targets and activities and have been captured in the programme‟s annual operationalplans.The same approach will be continued in the next multi-year programme 2011-2013.The Flemish Inter-university Council (VlIR) is currently the only other Belgian actor in the educationsector in Kenya. VlIR has an institutional collaboration programme with Moi University and KenyattaUniversity (since 2007). T his contributes to the University Investment Programme of KESSP underthe Ministry for Higher Education, Science & Technology. There are no operational links between bothBelgian Government supported programmes.Kenya - Multi-Year Programme 2011-2013 25/148

5. General framework of the cooperation strategy 2011-20135.1. Principles of a continued cooperation5.1.1. Inclusion in the national education policy and the strategic framework “Education andtraining for Vision 2030”The proprosed programme is fully aligned with the plans of the Kenya Government to accelerateprogress ―towards a globally competitive system of quality education, training and research forsustainable development‖, through KESSP (See also 3.2.2).The programme 2010- 2013 is also linked to other national policies and strategies such as:The e-Government Strategy; the National ICT Strategy; the School Health Policy; the NationalStrategy for Health & Nutrition; the Education & Gender Policy, the (draft) Strategy for Education forSustainable Development.5.1.2. Geografical choiceThe geographical focus for the interventions of the new programme will not change from the previousphase (2008-2010).Most activities will be in Nairobi, where the national operational partners are based. For sustainability,the focus will be on collaboration with and strengthening of the capacity of the higher and middle levelcadres of the MOE Headquarters and staff of the in-service training centre for mathematics andsciences.There will be further development of the capacity of a number of district education officers and schoolmanagement teams in about 9 or 10 districts, outside the capital. Collaboration with 30 HealthyLearning schools in those less developed districts will continue.However, with sustainability in mind, the programme will look for opportunities to actively engage withother KESSP Investment Programmes (eg school infrastructure, primary in-service training, qualityassurance) for wider adoption of the programme‘s lessons learned, approaches, developed policiesand guidelines. These investment programmes have a wide geographical spread.5.1.3. Thematic choiceThe proposed multi-year programme Kenya 2011- 2013 is based on the following principles:Integrated in sector planning (Kenya Education Sector Support Programme- KESSP) and the linkeddonor coordination.Responding to requests from the current main strategic partner, the Ministry of Education, asformulated in the Collaborative Programme 2008-2013Explicit adoption of a programme approach.Limited to one sector (education).Build on experiences and achievements of phase I (2008 – 2010) of the MOE-VVOB CollaborativeProgramme.The thematic choice is a combination of several focal points:The first focus is strengthening the capacity of the Ministry for coordination, communication,planning and implementation, quality assurance, change management. The programme will engagemanagers at national and district level.The second focus is strengthening of school management teams (heads of school, members ofschool committees) as an important change factor. UNESCO research has shown that schoolshave to be part of, and have ownership of every attempt for education reform. Real improvementsrequire group dynamics and empowerment of teachers and capacity development. It has also beenproven that ―bottom-up-processes‖ of education planning and curriculum development are the mostKenya - Multi-Year Programme 2011-2013 26/148

effective. The programme aims to draw from lessons learned in the field, at school and district level,for national policies, strategies and guidelines.The third focus is training of teachers. To test new approaches and in view of faster impact, theprogramme will use in-service training of teachers, through existing formal mechanism (INSET).Finally, there will be a fourth, transversal focus of lesson learning, knowledge management,coordination and management. This will generate material for the other three. Attention will bepaid to describe processes and to systematize experiences.Kenya - Multi-Year Programme 2011-2013 27/148

6. Applied cooperation strategies 2011-20136.1. Development of the programme: Description of the processThe proposed programme is a continuation of the first phase of the ―MOE-VVOB collaborativeprogramme 2008-2013‖ and will retain both sub-programmes:1. Integration of ICT in teaching and learning and 2. Healthy LearningEach will contribute to achieving the objectives and targets of KESSP II (as overarching generalpurpose) linked to specific investment programmes (see Chapter 3.2.2. KESSP).Some changes are proposed to the scope of the programme, which translates in adjusted targets andoutcomes compared with the original MOE-VVOB Programme Document (signed on 8 August 2008).These adjustments are based on the results and experiences of the first phase. Changes are alsorequired because of the agreement with the funding agency (Directorate General Development) toreduce the budget of VVOB programmes in the non-partner countries in favour of the Belgian bi-lateralpartner countries and the decision of the VVOB Board to stop DGD funded programmes in Kenya in2013. This second phase will be aligned with the financial year of the Kenya Government, and it isenvisaged to run till 30 June 2013.The process of developing the programme 2011-2013 started with the year evaluation of 2009, whenthe operational teams for both sub-programmes made reflections on the achievements and lessonslearned. The deliberations continued in 2010, during regular team meetings. Additional insights camefrom the external evaluation for the period 2008-2009, carried out in February 2010, andcommissioned by VVOB head office (see also Chapter 4.2.)In the same period, MOE and EDCG inistiated the process of developing and formulating KESSP II.VVOB staff has been involved, all along. The VVOB Programme Manager attended the KESSP JointReview Meeting (November 2009) and the KESSP Budget Review Meeting (March 2010). VVOBtechnical staff gave input during the development of the strategies for the relevant InvestmentProgrammes (ICT and School Health, Nutrition and Meals), including during the KESSP IIdevelopment workshop held from 4 to 17 June 2010. As such, VVOB is fully aware of the MOEpriorities and had opportunity to discuss how the VVOB input can help MOE to achieve the KESSPtargets.6.2. Problem analysis and motivationIt is of great concern to the Kenya Government that a great number of children of school going age(primary and secondary) cannot benefit from quality education. In this, poverty is a major contributingfactor. With the introduction of Free Primary Education (in 2003) and Free Day Secondary Education(in 2008), part of this problem has been addressed. But, still, an estimated 500.000 children (or more)are still staying away from school to look after sick parents, to herd cattle ... or they are sent into thestreets to beg. There are also quite a number of aids orphans. On the ―supply side‖, there are alsoshortfalls: not enough schools and class rooms (especially at secondary level. Many schools are notmaintained, or do not have the right facilities (e.g. toilets), or do not have the needed learningmaterials. Due to a teacher shortage, several schools still have big class groups (up to 80 pupils, isnot uncommon).The Government puts in extra efforts to support the meet increased demands and continues allocatethe highest part of the annual budget to the Education sector. Special attention goes to the poorthrough school meals, increased budgets for bursaries etc. Various Economic Stimulus Packages(since 2009) also benefit education. But, expansion of the school going population adds pressure onservices that are not yet optimal.Although the weaknesses and impediments for improved quality of education are known andrecognized, the education ministries have insufficient reliable tools to describe the problems and theKenya - Multi-Year Programme 2011-2013 28/148

achievements of the sector in detail. Many policy and management decisions still have to be based onfragmented or out-dated statistical data. Most information is available through one-off studies orprogramme evaluations (for example Study on teacher norms, SMASSE programme, SchoolMapping...). Although MOE has been working to develop on a reliable Education ManagementInformation System, for the past three years, there is still a long way to go to have it fully operational atall levels.The problem analysis for the development of the VVOB multi year strategy is based on the indicatorsof the education sector, as described in the KESSP and other GOK documents. The problem andsolutions trees (general and for both sub-programmes) are described in general terms, with addedMOE data, where available. The baseline studies carried out for the programme, in Phase I, havegenerated more specific information, which has informed the choice of indicators (especially at resultlevel) for the programme 2011-2013.The table below gives the overall performance indicators for KESSP II.KESSP II Objectives and Performance Indicators (Version 15 June 2010)Pillar/Component Objective Performance IndicatorsACCESS1. Early ChildhoodEducationExpand access to eductionin support of the goals ofVision 2030Nett Enrollent Rate: 93% in 2012 andapproaching 100% by 2015Primary Completion Rate: 94% in 2012 and 96%in 2015Transition to secondary education: 80% by2015.Proportion of 15-19 year olds with 9+ years ofeducation incrdased from 11.5 % (2003) to 50%in 2015Enroll 75% of 4 and 5 yr olds in ECDE programmes that are part of basiceducation2. Infrastructure 100% of athe students in new or rehabilitated facilities3. Secondary Nett Enrollment Rate increased 8% per year4. TIVET To be determined5. University Gross Enrollment Ratio 10% by 2015EQUITYEnsure access to qualitylearning opportunities forgirls and disadvantagedstudentsProportion of the poorest 40% of 15-19 years oldsieth 9+ years of education increased from 4.6%(2003) to 20% in 2015Gender parity at primary and secondary level in2015100% of eligible Vulnerable Children supportedat primary and secondary level.6. Special Needs Enroll 80% of children with special needs in appropriate programmes.7. Non Formal Educationand Training8. School Health Nutritionand MealsNon Formal Schools and Non Formal Educaiton Centres offer programmes ofequivalent quality to 15% of school age population who cannot attend publicschools.All Vulnarable Children provided with financial and food support.9. ASAL NER in NE Province increasedf rom 33% for boyus and 21% for girls to 60% forboth by 2015NER secondary in NEP rovince increased from 32%( 2008) to 43% (2012) and50% (2015)10. Adult Basic Education Adult Literacy rate increased to 75% (2012) and 85% (2015)Kenya - Multi-Year Programme 2011-2013 29/148

Pillar/Component Objective Performance IndicatorsTwo million adults acquire literacey skills (2015)11. Gender Gender Parity reached in primary and secondary education by 2015Female enrollments in TIVET and university education increaseQUALITYImprove student learningperformance at all levels ofeducation and training,especially in maths andsciencesKSCE scores improve from 50% under D+ to25% under D+Maths and science performance on NationalLearning Assessment and KCSE improved12. Instructional materials 1:1 ratio for lower primary and upper primary reached by 201213. Capacity 80% of District Educatgion Boards have functional strategic plans14. Teacher ServiceCommission15. Pre service teachertraining70% of all institutions apply good governance practices by 2015Revised staffing norms adopted in 2010Percentage of institutions having staffing ratios within 10% of the norm,increased to 90% by 2015P1 prgramme phased out and diploma course in placeAll TTCs restructured to become regional centres for teacher development16.a INSET PRIMARY 80% of teachers demonstrate subject mastery and use learner centredapproaches16.b SECONDARY 80% of in-services teachers practise INSET instructional methods17. ASSESSMENT 2 National assessment reports for primary and 2 for secondary educationpublished and results dissiminated to stakeholders18. CURRICULUM Curriculum for training QASPO‘s and tutors available in 2011Basic education curricula revised with special emphasis on maths and sciences,the use of ICT (2012) and availble in digital format (2013) for grade 1 and form 1.Implementation started in grade 1 and form 1 in 2013.19. QUALITY ASSURANCE Integrated school based system of quality management supported by well trainedQASOs and tutors in place in priority districts (2103)SUPPORTING SERVICESProvide the resources andinformation necessary tosupport quality servicedeliveryEducation allocation in recurrent budget 32%, nomore than 65% for salaries and at least 50% toprimary education with no more than 85% forsalaries.Annual progress report with reliable data on keyIndicators available by October 1st.65% of schools submit financial managementreports within 3 months20. ICT 90% of education managers in SAGA‘s and at district, provincial and HQ levelused ICT tools for communication, data analysis and information retrieval.21. Guidance andCounseling50% of secondary schools deliver ICT curriculum and 25% use ICT to supportclassroom teaching.Comprehensive and relevant G&C programmes operate in all educationinstitutions and offices.22. EMIS Reliable education data available within 6 months after collection23. HIV/AIDS Prevalence of HIV/AIDS and STD infections among learners and educationservice providers reduced by 40%Kenya - Multi-Year Programme 2011-2013 30/148

Pillar/Component Objective Performance Indicators24. Monitoring andEvaluationAnnual report on progress towards performance indicatorsTwo focused surveys or studies per yearOne M&E plan per year25. Communication Number of validated complaints on fraud and corruption reduced by 2015.Stakeholder awareness increased by 2015.KESSP awareness of general public increased by 2015.(all % still to be determined)6.2.1. ICT IntegrationThe Kenya Government considers integration of ICT into teaching and learning an important lever tostrengthen education and to improve its quality. Moreover, ICT is seen as a tool for improved datacollection leading to better planning and services.Many equate ―Information and Communication Technology‖ to computers. However, ICT is wider andincludes a multitude of audiovisual media and tools, communication media and technologies. ICT cantake on many forms in an education context: radio lessons, television programmes, on-line coursesand quizzes, information through SMS, e-mail communication, databases for education statistics,electronic libraries, etc. Through thoughtful integration of ICT it will be possible to harness thesetechnologies for improved access and quality. The MOE-VVOB programme will continue to be carefulnot to create a parallel and expensive system where many things are done in duplicate because ICT isnot 100% integrated.UNESCO Bangkok has formulated four stages of ICT Integration: emerging, applying, integrating, andtransforming. In Phase I of the programme (2008-2010), the main focus has been on the first twostages.1) Emerging (awareness on what ICT integration means)Improved infrastructure within the Ministry Headquarters and its SAGA‘s; staff better trained fortrouble shooting and networking and service delivery within the Ministry; ICT Integration Teamestablished; awareness raised among Senior Managers about ICT Integration; examples set;awareness created; possibilities and value of ICT in Education demonstrated.2) Applying (learning how to use ICT)Improved infrastructure, technical support to the ICT Unit, workshops on ICT Integration inEducation, ICDL (International Computer Driving License) training for CEMASTEA staff.In the second phase, the programme will continue to build on these endeavours to move theprogramme forward to the next stages, which are:3) Integrating (understanding how and when to use ICT)The ICT Champions, teachers who are good examples in the field, will play an important role atthis stage.4) Transforming (specialising in the use of ICT)ICT Integration in education.The emphasis will be on capacity building of managers (at various levels). In-service training ofteachers will remain. We will continue addressing the secondary teachers, through the existing Inservicetraining system for Secondary Maths and Science teachers (SMASSE programme underCEMASTEA).As an example of stage four, transformation, the programme will assist MOE in setting up a NationalCentre for ICT Integration and Innovation (NI 3 C), where appropriate didactic and pedagogicapproaches can be monitored and demonstrated, where trainers-of-trainers can develop theirKenya - Multi-Year Programme 2011-2013 31/148

capacity, where managers can see ICT at work. The Centre will also employ a helpdesk function forschools, to support them in ICT integration from a pedagogical viewpoint.6.2.2. Healthy learningThe second pillar of the programme is concerned with the link between the quality of learning and thehealth and nutrition status of children. Adequate school health, nutrition and meals are extremelyimportant for MOE in ensuring that all children have access to good quality education for development.Healthy children are better learners and will become more productive citizens and change agents intheir communities.School health and nutrition programmes are now widely recognized as significantly contributing to theachievement of the Millennium Development Goals and Education for All. KESSP I tackled schoolhealth and nutrition mainly through a school feeding programme (with focus on arid and semi-aridareas and urban slums). Although provision of meals can attract children to school (or make themreturn every day), it is not a very sustainable approach in the long-term. MOE and severalstakeholders, such as WFP and UNICEF, are looking into more integrated approaches to schoolhealth and nutrition, including learning activities and school initiatives, to address this.Many of the lessons learned from the Healthy Learning programme 2008-2010 have alreadycontributed to this effort. Focus has been on life skills on hygiene, healthy diets, environmentaleducation and project-based learning, linked to a sustainable system to offer school meals. Theparents and the community are also being targeted through the school teachers and the pupils.The regular ―school feeding‖ has been (and still is) based on donations in kind (mainly imported fromUS) and MOE providing transport. After 30 years of a regular school meals programme, WFP had toreduce the caseload from 1.3 million to 770,500 beneficiaries in 2009 due to increased commodity andtransport costs. MOE responded to this by launching a ―Home Grown School Meals” programme inJuly 2009, whereby the schools receive funds to source the food for the school meals locally (as muchas possible). As school meals programmes run for a fixed number of days a year and normally have apre-determined food basket, they also provide the opportunity to benefit small-holder farmers bygenerating a stable, structured, and predictable demand for their products, thereby building the marketand the enabling systems around it. This is the concept behind Home-Grown School Meals (HGSM),an intervention also identified by the Millennium Hunger Task Force as a quick win in the fight againstpoverty and hunger. At impact level, the HGSM programme is driven by NEPAD‘s vision for nationallyowned, sustainable school meals aimed at improving small-holder farmer food security. This will alsostimulate local economies. Experiences from phase one of Healthy Learning have also been valuableto MOE in shaping this programme for further implementation and roll out. Currently, the HGSMprogramme is reaching 538,000 children in 1,700 schools in 28 semi-arid districts. One cooked meal isprovided to each child per day, consisting of 150 grams of maize, 40 grams of beans, and 5 grams ofoil. Ideally, this needs to be complemented with fresh fruits and vegetables by the school orcommunity.Other than providing school meals, the HGSM programme will require explicit educational andcommunity development components, complementary to the cash grant for food procurement, if thedesired impact on food security and education is to be achieved. This includes sensitisation andcapacity building at all levels of programme implementation, particularly in the following areas:strengthening quality control systems including use of nutrition standards in schools (through SchoolManagement Committees); diversification of diet; seasonality of some foods, food processing, foodpreservation (traditional methods); commodity handling, quality standards (food/water/cooking);empower farmers / communities; production practices, provide inputs; health and nutrition practices;appropriate storage (standards); water harvesting technologies; energy-saving stoves, environmentalconservation and tree planting; and income-generating and learning activities within the schoolcommunity.The Healthy Learning programme is designed in response to the need for linking school health,nutrition and meals to relevant learning experiences. It adds an important educational developmentcomponent to existing school meals, nutrition and health programmes. This is done through anintegrated approach, correlating learning activities with food, nutrition, health and environmentalissues in schools.Kenya - Multi-Year Programme 2011-2013 32/148

6.3. Selection criteria and motivation of partners selection6.3.1. Selection criteria and motivation of the choices ( strategic and operational partners)The Ministry of Education has the main mandate to offer basic education and training. VVOB andMOE signed an agreement for a collaborative programme to be carried out in the period 2008-2013.MOE will remain the strategic partner for VVOB‘s programme in Kenya in the period 2011-2013.The other strategic partner will be the Treasury (Ministry of Finance).The main operational partners for the programme 2011-2013 will be:For ICT Integration:The ICT Integration Team – for coordination and harmonization of ICT Initiatives within KESSP;The ICT Unit – for technical support for management, handles ICT initiatives from the technicalperspective;ICT4E Unit (expected to be formally instituted in second half 2010) – sees to ICT inititiaves froma pedagogical/didactical viewpoint. It will advise management on strategies and necessary policyregime to fast-track use of ICT in education institutions. ICT Unit and ICT4E Unit to work closelytogether.NI 3 C (expected to be formally instituted in second half 2010) - National Centre toMonitor,Evaluate and Integrate (emerging) technologies in teaching and learning. More than ashowcasing Centre, the Centre will offer (pedagogical) support to schools and educationalinstitutions in the integration of ICT in their organisation.CEMASTEA (Centre for Mathematics, Science and Technology in Africa) – for in-service trainingof secondary teachers.The choice of these partners is further explained under 6.4.2.2 (strategy to achieve programmeobjectives)For Healthy Learning:The School Health, Nutrition and Meals Investment Programme team at MOEFor the period 2008-2010, VVOB continued its partnership with The World Agroforestry Centre(ICRAF) bringing in the lessons learned from the ICRAF-VVOB Farmers-of-the-Future initiative‖(2003-2007). The programme benefited from this collaboration especially for internationalinformation and networking, access to materials and training, scientific support for databasedevelopment, research, monitoring & evaluation.In the second phase, the programme will focus on supporting the Kenya Ministry of Education tointegrate and sustain the lessons learned from phase one. This will not require the samestructural link with ICRAF as during phase I. Although ICRAF will remain an operational partner,the collaboration will be more ad hoc and the formal ICRAF-VVOB agreement will not berenewed.6.3.2. SWOT analysis of the operational partners6.3.2.1. For ICT IntegrationSWOT for the KESSP ICT Investment ProgrammeStrengths (Attributes of the programme helpful to achieving the objective)The ICT Investment Programme in KESSP II is among the most important investment programmes,due to the (inter)national focus on ICT (integration) in Education to achieve Vison 2030;Positive government commitment to ICT Integration in Education;ICT Infrastructure at MOE HQ is up-to-date (pending some elements);ICT Unit advises on, initiates, supervises and coordinates technical aspects of many ICT initiativeswithin the MOE;Kenya - Multi-Year Programme 2011-2013 33/148

ICT Integration Team, as cross cutting body within the Ministry is operational and increasinglyrecognised within MOE and by MOE partners, to be the handling and advising body for ICTIntegration related topics;Lines to the Senor Management are short. There is direct communication from Integration Team toEducation Secretary / Permanent Secretary;Institutional Framework for ICT Integration within MOE is approved by Senior Management(awaiting implementation):In addition to the ICT Unit (technical), the Ministry will have a unit seeing to thepedagogical/didactical side of ICT Integration (ICT4E Unit);National ICT Innovation and Integration Centre(NI 3 C)MOE staff is trained on the job on ICT skills and ICT Integration Concept, therefore have betterunderstanding of demands for ICT Integration;CEMASTEA Board of Governors, management and training staff have a p ositive commitment toICT Integration in their own training programme and are eager to roll out ICT Integration to teachersthrough their INSET programme;CEMASTEA is pro-active on Integration of ICT in Teaching and Learning and is therefore, one ofthe drivers of the programme;The MOE-VVOB programme has a holistic approach to focus on the HQ (managers), managers(BOGs / SMCs) of schools and training institutes (KESI) and INSET training of teachers(CEMASTEA), to ensure all levels are brought on board with the same speed;VVOB is visible within the Ministries HQ and with senior management as a supportive partner whenit comes to integration of ICT in Education;Weaknesses (Attributes of the programme unfavourable to achieving the objective)Insufficient M&E structures in place to monitor the process of ICT Integration in Education sector;Inadequate connectivity at district level, inhibiting flow of information and communication;Insufficient communication strategies at MOE, in general;Limited use of gathered data for continuous improvement of (ICT) programmes;ICT Integration team are members not (July 2010) formally appointed (and thus relieved from othertasks), resulting in shortage of time to deal with all issues;Involvement of KESI staff (management , ICT and Media department) in ICT Integration Programmeis low (due to overload of work and lack of know how);KESI staff have a m ore administrative role in the institute, rather than being involved indevelopment and training of managers (trainers are hired externally).Opportunities (External conditions helpful to achieving the objective)New Institutional Framework is ready (July 2010) to be implemented: ICT4E unit, NI 3 C, forincreased and efficient collabortion with ICT Unit and ICT Integration Team;Data from Districts are increasingly better collected and stored;Pro-active and progressive approach of CEMASTEA for the development of material and policiescan be harnessed to have a spin off at National level;Integration Team can be formally expanded with members of other relevant SAGA‘s (KenyaInstitute for Special Education, Teachers‘ Service Commission, and others...);Model ICT Integration in a number of districts and some schools to see from grassroots up, whichplayers are involved and which structures need to be put into place to drive ICT integration in theclassroom;ICT for education is an important element for many donors and for the country itself: opening newsources of funding, partnerships ... ;Threats (External conditions unfavourable to achieving the objective)Loss of support to ICT Integration Programme due to transfer of staff;Duplication of efforts due to poor communication;Interns (attached to the ICT Unit for a few months at a time) carry out a lot of the tasks of theMinistry‘s ICT Unit staff, which can lead to bad image of ICT Unit within the Ministry, lack ofconsistency, insufficient capacity of the Unit, etc.;Kenya - Multi-Year Programme 2011-2013 34/148

Complex nature of ICT Integration in Education. There is need to have all stakeholders work in thesame direction;High cost of ICT Integration is a risk to sustainability and asks for transparency;Since the MOE-VVOB collaboration is expected not to go beyond June 2013, it is important todevelop a feasible plan for handing over and sustainability.6.3.2.2. For Healthy LearningSWOT of the Investment Programme on School Health, Nutrition and MealsStrengths (Attributes of the organization helpful to achieving the objective)The Investment Programme on School Health, Nutrition and Meals is one of the most importantInvestment Programmes in KESSP in terms of budget and focus on marginalised and vulnerablechildren in primary schools.Positive government commitment to school meals programmes.Staff of the SHNM IP is very committed, and conversant with some of the new developments inschool health, nutrition and meals.Designated staff at the school and district levels.Enhanced collaboration with current and new partners, other ministries and private sectorWeaknesses (Attributes of the organization unfavourable to achieving the objective)Inadequate internet connectivity at the district and school level hinders optimal communication.Inadequate number of staff at headquarters and at district levels (particularly in newly createddistricts).Poor communication strategies at the Ministry of Education, in general.Limited use of monitoring data at all levels (school, district, and national) for continuousimprovement of programmes.There is need for improved transparency and information sharing within the school system andbetween the schools and communities.Opportunities (External conditions helpful to achieving the objective)Renewed interest in school meals by development partners such as World Bank.Clear opportunity for collaboration and the engagement from all key partners in Kenya.The National School Health Policy and Guidelines, produced jointly by the Ministry of Education andthe Ministry of Public Health and Sanitation, was launched in 2009.Threats (External conditions unfavourable to achieving the objective)Insufficient funds to carry out plans of work.Transfers of teachers and education managers.No comprehensive in-service teacher training programme in place.Poor infrastructure, insecurity in remote areas of the country.High dependency of some schools on external support.Governance issues.6.4. Programme description and analysis6.4.1. Overall objectiveThe overall objective of the programme is:“ICT Integration and Healthy Learning for quality Education through KESSP”Kenya - Multi-Year Programme 2011-2013 35/148

6.4.2. ICT Integration6.4.2.1. Specific objectiveThe ICT Integration in Education Programme aims to support the following specific objective:“The Ministry of Education has operationalized a systematic, comprehensive and sustainable„Strategy for Integration of ICT in Education‟.Integration of ICT in education and training will have a big cascading effect from education managersdown to teachers and students and the other way around. Effects will be visible in various areas andat different levels. At administration and management level, ICT can help education managers tomake the right decisions (based on more and better information), to increase efficiency, to improvecommunication, for better planning and evaluation. This will help policy makers and school managersto formulate (new) policies and make informed decisions. Also, ICT can improve communicationresulting in better evaluation and planning.At the level of the teachers, integration of ICT can enhance the quality of teaching and learning (e.g.by enhancing instructional planning, content delivery, support classroom management). Teachers canuse ICT to exchange learning materials and lesson plans, and to teach in a more diversified manner.Moreover, Integration of ICT is a vehicle to realize the already started paradigm shift from teacherCentreed to student Centreed learning and bring the world into the classroom. ICT can be used byteachers to explain difficult topics.For learners, Integration of ICT in their learning is a must to keep up with society and for their futureemployment. Learners with better ICT skills, and who can use ICT for work and in their personal life,will be change agents in society. These students will be employees in public and private sectors. Theirskills will be an added value to the employers and contribute to increased production and growth of thegeneral economy. Economic growth will generate more jobs and income, through which more peoplecan escape poverty.With time, the way people interact with one another and for business transactions will change with anincrease of ―ICT-skilled‖ people. The social fabric of society will alter, with an increase in services andtheir quality. ICT can increase transparency which, in turn, reduces corruption and allow democraticprinciples to take root and grow. It is important to prepare today‘s learner for the society of tomorrow.To properly prepare the learner, the teachers need to be prepared and in turn the management ofschools and administration bodies.6.4.2.2. Description of chosen strategy for achieving programme objectivesTo achieve the objective, the ICT Integration in Education programme aims to strengthen all ICTcomponents within the Ministry of Education, by supporting the development of an appropriateinstitutional framework that supports the integration process and by capacity building the personnelthat develops and implements educational and technical ICT strategies. The activities undertaken inthe programme are linked to strengthen the capacity of MOE to implement the KESSP investmentprogrammes ―ICT‖ and ―Capacity Development‖, and the National ICT Strategy for Education andTraining (2006). By doing that, the programme will enable to leverage the benefits of using ICT ineducation that are already documented in detail in that strategy.Integration of ICT in education in Kenya is currently still dominated by the technical aspects of ICT (―acomputer in the classroom will solve the problem‖). Research has shown that the focus should notonly be on the technical aspects or infrastructure, but also on the pedagogical aspects that go with theintegration. For proper integration of ICT and to improve the quality of education at the same time,technology and pedagogy (didactics) need to go hand in hand. Pedagogic considerations willgradually become the guiding force for ICT Integration.Drawing from international experience, this specific objective is grounded in a strong awareness thatthere is significant potential for frustration and wasted expenditure if ICT Integration is not approachedcarefully with a view to ensuring long-term systemic sustainability of investments. Global experiencehas demonstrated that, where ICT Integration does not form part of a broader vision of systemicKenya - Multi-Year Programme 2011-2013 36/148

eform, it generally increases the cost of operating the system without creating any greater productivitywithin the system. Given these realities, the key focus of this programme component is to develop theskills and competences required at various levels in the system to integrate ICT most effectively intoKenyan basic and secondary education to the benefit of learners and teachers alike.In the past, before phase I, the Ministry relied a lot on the ICT Unit for the implementation,coordination and harmonization of the ICT activities under the various KESSP investmentprogrammes. The ministry however noticed a growing amount of ICT related educational programmesthat needed both technical and educational input. In phase one of the MOE-VVOB programme (2008-2010) a first effort to bring pedagogy and technical issues tighter was initiated. An ICT IntegrationTeam with representatives of all directorates and SAGA‘s has been set up to coordinate andharmonize ICT within the Ministry of Education . Also critical infrastructure was set up in the Ministryand relevant SAGA‘s, and emphasis was laid on capacity building of Senior Management on anindividual basis and training of their secretaries. One of the outcomes of the Integration Team was thedevelopment of an institutional framework to handle pedagogical and technical ICT issues in the future(ICT Unit, ICT4E, and NI 3 C) (see figure below). Implementation of the framework is pending due toapproval by senior management (expected in 2010).The focus in working at Ministry level is primarily to build the capacity of (senior) management and tosupport development of policies, strategies and structures that can facilitate Integration in the teachingand learning. It is important that the leaders of the educational system have a good understanding ofwhat ICT integration in education is all about and how it can be implemented.At classroom level, we find teachers who are using or want to use ICTs in their teaching to facilitatethe learning of their learners. For proper use of ICTs it is important that the teachers have developedskills to this effect. Teacher professional development is a part of this. Moreover, it is equally importantto have managers of schools who are aware and informed about what ICT Integration is, how it can beintegrated in their own organisation (for use in administration, e.g.) and how they can facilitateteachers in using ICTs in a pedagogical way in their classroom.Therefore, the programme not only focuses at Ministry level, but it also includes the organisations thattrain educational managers (KESI) and provide in-service training to (secondary school) teachers(CEMASTEA).In Phase II of the MOE-VVOB programme (2011-2013), the implementation process of the frameworkat Ministry level will be supported. The programme will strengthen all the pillars of the designedinstitutional framework. The technical capabilities of the ICT Unit will be upgraded, the pedagogicalcapabilities in relation to ICT of the staff of the ICT4E Unit (to be created) will be enhanced andsupport will be given to the setup of the National ICT Innovation and Integration Centre (NI 3 C).Strengthening the capacity of the ICT Integration Team will continue for better execution of its tasks,for a higher degree of harmonization and coordination of ICT initiatives, and to avoid duplication ofefforts.The roll out of ICT Integration into the national education system is, besides being very costly, acomplicated endeavour that needs a proper strategy. In Phase II, an implementation strategy will bedeveloped and piloted in two districts and some schools (see for further information below).Kenya - Multi-Year Programme 2011-2013 37/148

ICT Integration Institutional FrameworkOther major foci in Phase II of the programme remain the direct collaboration with operational partnerssuch as KESI and CEMASTEA (SMASSE) to allow Integration of ICT in their programmes for theirown target groups (resp. Education managers and secondary school teachers).The programme advocates that ICT integration can be achieved through interaction (and the planningfor it) between available technology, training of users, introduction of new educational / pedagogicprinciples and methods (e-learning, digital content, curriculum development, teacher training, etc). Toguide the capacity building and the integration process, use is made of the ‗Four in Balance‘-modelderived from Kennisnet (the Netherlands), the UNESCO ICT integration model, and the TPACKmodel.It is expected, that when there is a sufficient level of ICT tools and a critical level of users hasbeen reached (especially at management level), this interactive process will sustain itself.The effectiveness of interventions related to ICT Integration will increase substantially and this willcreate new and interesting opportunities for Integration of ICT in education. These opportunities canbe included in future reviews of the KESSP and its programmes at various levels (including districtsand schools).The programme aims to build a strong foundation for the Integration of ICT in Education and opts foran implementation strategy with two complementary and interactive tracks. The first track focuseson the technological means (infrastructure, hardware, software, applications...) for the users. Thesecond track concentrates on training of the users: How to use the tools? How to use these tools formanagement and learning? Both tracks have to be offered together: leaving out one is inefficient anda waste of resources. Synergy of both tracks will increase the demand for ICT and will speed up theICT integration process within the education sector.In line with the VVOB Vision & Mission, the VVOB-Kenya input will concentrate on pedagogic/didactictargets. However, where necessary, and for greater impact and efficiency, VVOB will acquire theminimum of technical infrastructure and platforms.To realise the formulated objective seven result areas are identified. These result areas willcomplement each other and will allow an integrated programmea approach (See the model on thenextpage).Kenya - Multi-Year Programme 2011-2013 38/148

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6.4.2.3. Description of target groups (direct/indirect)The model pictured above shows that the ICT integration in Education programme will benefit severalspecific target groups, directly and indirectly. By strengthening their capacity, ICT Integration ineducation will finally reach the classroom. These groups are (among others):a) Direct benificiariesSenior Managers - Ministry of EducationHigh level en Medium level Managers in the Ministry and Provinces/Districts, who are getting (one onone) training based on their needs, as part of awareness raising and capacity building regarding ICTIntegration and developing strategies to enhance the integration.ICT Integration TeamCross cutting body within the Ministry of Education and it‘s respective SAGA‘s, that sees to thecoordination and harmonisation of all ICT initiatives within the Ministry of Education and advices theManagement accordingly.ICT UnitTechnical unit that sets up and maintains the technical infrastructure within the Ministry. The unit has15 officers and some interns and is headed by the Head of ICT.ICT for Education (ICT4E) UnitUnit to oversee initiation, coordination, propagation, setting standards and controlling quality for ICTintegration activities in education, with a pedagogical focus. At the set up of the unit four people will beworking in the unit.National ICT Innovation and Integration Centre (NI 3 C)Centre that will demonstrate and test pedagogic-didactic aspects of ICT integration beforedissemination to teachers, students, education institutions and others;KESI ICT & Media DepartmentDepartment within the Kenyan Education Staff Institute that is tasked with the support andmaintenance of the technical infrastructure and with the (didactical) integration of ICT in the trainingprogrammes of KESI.CEMASTEA ICT CommitteeCommittee of 9 people from the different departments and the administration of CEMASTEA that setsthe path for ICT integration in the institution (awareness raising, involved in technical roll out, writingICT policy, advocating integration of ICT in teaching of staff, etc.).District Education OfficersOfficers in the educational field who oversee and provide support to the different schools in theirdistricts. The districts are the link between the schools and the Ministry Headquarters for data gettogetherand information sharing, quality assurance, monitoring and evaluation. The district educationofficers will receive training on ICT Integration through the programme.Teachers at selected schoolsTeachers who work in the selected model schools and who are involved in the holistic approachtowards ICT integration in education.b) Indirect benificiariesOther Teachers/educational managersOther teachers working in the selected model schools, or teachers that are being trained byCEMASTEA or KESI.Kenya - Multi-Year Programme 2011-2013 40/148

Other StakeholdersRefers to those people who are involved in the holistic approach to roll out ICT to classroom level.LearnersThis group is the ultimate beneficiary of the whole programme. Improvement of the teaching and thelearning of the learners is what the programme is all about.6.4.2.4. Analysis of the strategyThe chosen strategy of supporting capacity strengthening at different levels (Ministry,educationalmanagement (KESI) and teachers (CEMASTEA)) was found to be effective in Phase I ofthe ICT Integration programme. The approach comes close to a holistic way of working towardsintegration of ICT. It enables not only to work on infrastructure, but at the same time work onformulating a vision on ICT Integration, building expertise (e.g. teacher professional development),formulating digital learning content and build capacity for good leadership (based on the ‗four inbalance model‘).Moreover, the intervention strategy is supported by national policies and strategies, which helps ingetting support from senior management.A detailed analysis of the strategy per result area is given below.Result 1(*) from 2008-2010 will not be continued:(*) The capacity needs and requirements of all groups of key players involved in ICT Integration havebeen successfully assessed and processes established to enable this Needs Assessment to berepeated regularly, linked to the review of e-readiness at school level.This result will not be retained for Phase II (2011-2013). The capacity needs and requirements of allkey stakeholders are much clearer since the setup of the ICT Integration Team and addressing theneeds is already partly incorporated in KESSP II (2010/2011-2015) planning. After the e-readinesssurvey of 2007 an updated e-readiness survey is planned for the second half of 2010, after which theMinistry should be in a position to repeat such surveys on a regular base on its own.Result 1The ICT Integration team in collaboration with the ICT Unit and ICT for Education Unit (ICT4E) of theMinistry of Education coordinates, harmonizes, advises on, and supports efficient and effectiveintegration of ICT in basic and secondary education at various management and implementationlevels.As in most organizations the human potential is one of the most valuable assets in creating addedvalue and with the ICT integration process by nature very complex and difficult, it is clear that buildingappropriate capacity is the most important factor for success. The capacity building process will be onthe level of the individual staff members of the ICT Integration Team, on the level of the ICTIntegration Team itself to implement as a team its core functionalities (educational, strategic andtechnical) and on its operation within the larger context of MOE. Better coordination, development andplanning capacity with proper budgets and work plans will advance the ICT integration in educationagenda substantially. The capacity building process will focus on three main levels, i.e. individual(HRD), organizational (OD) and institutional (ID), which all need to be strengthened for a successfulICT Integration in EducationFurther attention will be on the acquisition and deployment of ICT structures (connectivity, networks,servers, application software, etc) critical for the proper internal working and functioning of the ICTUnit and its delivery of services to MOE HQ and provincial/district offices. The main aim is here tosupport the capacity building processes as mentioned above. Reliable systems need to be available toenhance usage of all kind of collaboration tools between all levels within the educational sector.Kenya - Multi-Year Programme 2011-2013 41/148

Giving overall support for development and review of ICT strategies, policies, standards, guidelinesand procedures within the whole ICT institutional framework (ICT Unit, ICT4E and ICT IntegrationTeam) is also necessary to achieve the objectives of ICT Integration.A National ICT Integration & Innovation Centre (for Teaching and Learning) is planned to be setup inthe second half of 2010 within the Ministry of Education with a particular emphasis on integration andinnovation components. This will be a collaborative effort with other stakeholders such as ICT TrustFund. This will be linked to an information and advice desk where schools and individuals can beassisted on ICT Integration in Education issues. Proper steering on its expansion, organization andmanagement is required to make it a successful pillar of the ICT Integration drive of the Ministry ofEducation.Pedagogic-didactic aspects of ICT Integration will be demonstrated and tested in this Centre byteachers, students, education managers and others. The centre will offer space for new technologiesand it is intended to be open to many different users. In the framework of the MOE-VVOB programme,the centre will mainly be used for the collaboration with KESI (Result 4) and CEMASTEA (Result 5).Sub-result 1.1Strengthen the ICT Unit (technical) to deliver appropriate and quality ICT services, maintenance andsupport at HQ and provincial/district level (Through: Training courses, on-the-job training, improvedinternal organization of the unit)The capacity development programme will focus on building the capacity of the ICT Unit to dischargetheir functions effectively.Strong focus will be on seeking to resolve both mismatches between the skills and competences ofindividuals and their jobs through capacity development and resolving capacity constraints created bywork overload. Customized, two-year programmes will be created for each ICT Integration Teammember, taking into account their current skills levels and mutually agreed developmental outcomesdefined over a two-year period.These might include, amongst others:Custom-designed training workshops;Short courses;Online learning programmes;Conference and workshop attendance;Online group mentoring and peer support;Face-to-face peer support networks;One-on-one mentoring (face-to-face and online);On-the-job training (defining new tasks and providing strong management support to enable peopleto learn new skills by completing these tasks successfully);Supportive performance management systems;Management of workload through effective prioritization, to ensure sufficient time is allocated forcompleting high-level tasks;Purchase of books and relevant electronic materials;Subscriptions to relevant journals and online knowledge bases.There will be also a component which will focus on the capacity development of the ICT Unit as ateam to cope with the technical planning and implementation challenges for setting up ICT structuresand delivery of quality ICT services within the ministry (HQ, SAGA‘s and field offices). When themanagers and decision makers within the MOE have no relevant and reliable ICT tools and servicesavailable in their daily operation they will not be inclined to strongly promote and stimulate the wider―ICT Integration in Education‖ agenda in the overall educational system. So, one of the most importanttasks of the ICT Unit is to make sure that ICT structures (networks, servers, PCs…) and services(Internet, e-mail, data management, security applications, communication tools…) are properlyplanned and implemented. Different capacity building techniques will be applied to achieve this. Amajor emphasis will be on learning the development processes for ICT technical planning andimplementation. On-the-job guidance, advice and support will be given to the ICT Unit in its technicalplanning (design, concepts, broader context, long term vision, life cycle and upgrade capabilities…)and implementation (resources, costs…) for ICT structures and services. The number of ICTKenya - Multi-Year Programme 2011-2013 42/148

structures and ICT services that are improved, expanded, planned and implemented by the ICT Unitshould increase substantially by this capacity building process, so accelerating the ―ICT Integration inEducation‖ process.Capacity building assistance will also be delivered in the field of fine tuning the organizational structureof ICT Unit to deliver appropriate and quality ICT services, maintenance and support at HQ and atprovincial/ district levelThese capacity development programmes will then be systematically implemented and monitored, toensure that they have the desired impact on both personal, organizational and institutional capacity.Sub-result 1.2Strengthen the ICT Integration Team & “ICT for Education” Unit (ICT4E) (educational/pedagogy) toplan, develop and implement appropriate ICT integrated structures within the whole educationalsector, from HQ to school level.Strong focus will be placed on building capacity of the ICT4E Unit and the ICT Integration Team,seeking to resolve both mismatches between the skills and competences of individuals and their jobsthrough capacity development and resolving capacity constraints created by work overload.Customized, two-year programmes will be created for each ICT Integration Team member, taking intoaccount their current skills levels and mutually agreed developmental outcomes defined over a twoyearperiod.These might include, amongst others:Custom-designed training workshops;Short courses;Online learning programmes;Conference and workshop attendance;Online group mentoring and peer support;Face-to-face peer support networks;One-on-one mentoring (face-to-face and online);On-the-job training (defining new tasks and providing strong management support to enable peopleto learn new skills by completing these tasks successfully);Supportive performance management systems;Management of workload through effective prioritization, to ensure sufficient time is allocated forcompleting high-level tasks;Purchase of books and relevant electronic materials;Subscriptions to relevant journals and online knowledge bases.This component will focus on the capacity development of the ICT4E Unit and the ICT IntegrationTeam as a team to cope with the pedagogic and didactic coordination and steering issues for anefficient integration of ICT in education within the work space of the MOE. Different capacity buildingtechniques will be applied to achieve this. A major emphasis will be on acquiring new innovative andcreative pedagogic and didactic techniques and approaches for use of ICT in the learningenvironment. On-the-job guidance, advice and support will be given to the ICT Integration Team in itsdevelopment of digital content, e-learning initiatives… with other stakeholders. Experimentation with―ICT Integration in Education‖ concepts and initiatives, in the widest possible sense, will beencouraged and facilitated, in particular in relation to the other intermediate results of this programme.Some pilot projects will be facilitated in this framework.Capacity building assistance will also be delivered in the field of fine tuning the organizational structureof ICT4E Unit and the ICT Integration Team to fulfill their respective mandates.Capacity building will be organized to let the ICT4E Unit and ICT Integration Team operate smoothly inthe Ministry‘s wider institutional framework for ICT. This will also include study visits, workshops, andseminars… of the teams with senior management involvement to enhance the institutionaldevelopment (ID).Kenya - Multi-Year Programme 2011-2013 43/148

These programmes will then be systematically implemented and monitored, to ensure that they havethe desired impact on personal, organizational and institutional capacity.Sub-result 1.3Support critical technical installations/infrastructure at MOE HQ, SAGA‟s and selected provinces /districts to enable an accelerated ICT Integration in Education process within the educational system(through: improvement of connectivity, databases, applications, support & maintenance)To let the ICT Unit, ICT4E Unit and the ICT Integration Team function properly, they need all the toolsand facilities for their own internal working according to their mandates and roles. The critical ICTstructures required will be acquired and deployed. All offices and working places of the ICT Unit,ICT4E Unit and ICT Integration Team will be furnished, networked and provided with computers,peripherals and accessories. A high speed backbone network connecting all the servers and othercritical devices of the ICT teams, with proper connection to the Internet, will be expanded whereneeded. Server capacity with appropriate applications will be planned and made operational inaccordance with the expected number of ICT services (current and projected). Critical ICT structuresfor communication of the ICT Unit (MOE HQ) with the National ICT Innovation and Integration Centre,KESI, CEMASTEA, and other key ICT players are to be put in place.Sub-result 1.4Support development and review of ICT strategies, policies, standards, guidelines and procedures byICT Unit, ICT Integration Team and ICT for Education Unit (Through: support and facilitate planningand development, meetings, workshops, advice)This component will focus on the capacity development of the ICT Unit, ICT4E Unit and ICTIntegration Team as teams to cope with the complex issues of strategic coordination and steering ofICT initiatives within the work space of the MOE. Different capacity building techniques will be appliedto achieve this. A major emphasis will be on learning the development processes for ICT strategies,policies, standards and procedures. On-the-job guidance, advice and support will be given to theteams in its development of strategies and policies with other stakeholders. The teams will be guidedin establishing and deepening on a continuous base its linkages and networks with other stakeholders,so that more projects and programmes can be setup and implemented. Project managementprocedures (feasibility studies, time frame management, budget control, work plans...), quality controland M&E procedures capabilities of the teams are developed by targeted specialized sessions andon-the-job guidance, advice and support for on-going projects and programmes with involvement ofthe ICT Integration Team.Sub-result 1.5Assist and support with the set up and operational startup of the National ICT Innovation andIntegration Centre (Through: support in planning/design, equipment, software, accessories, logistics,meetings, workshops, partnerships, training)Assistance will be delivered for the setup of a National ICT Innovation and Integration Centre tosupport the overall ICT Integration process within the whole educational sector. It will incorporate thelatest technologies and use the latest pedagogic and didactic techniques. It will be used fordemonstrations to educational managers and teachers, for running pilot projects and for experimentingwith digital content, e-learning, web portals, teacher training practice, and other innovative ICTintegration methods. It will be intensively used in collaboration with CEMASTEA and KESI inimplementing the intermediate results 4 & 5 and with other stakeholders. A multi-partner collaborationwill enable branching in the many different facets of ICT integration. Teacher training institutions andschools can use the facility to pilot certain ICT educational designs. New learning practices foreducational managers can be experimented (for example by KESI).Assistance will be delivered for the setup of an information and advice desk within the Centre, whereschools and individuals can be assisted on ICT Integration in Education issues. Currently schoolshave no place to go within the educational sector to find this kind of information and it fits properly inoverall holistic approach.Kenya - Multi-Year Programme 2011-2013 44/148

Result 2Managers of the Ministry of Education (at HQ and provincial/district level) and selected SAGAssupport the development and implementation of effective ICT Integration strategies on an ongoingbasis.In the holistic picture of ICT integration in Education there must be also a strong focus on capacitydevelopment amongst senior management of the MOE HQ and provincial/district level and selectedSAGAs to drive and support ICT Integration. Global experience demonstrates that ICT Integrationneeds to be strongly led and supported by Senior Managers to be effective, yet the reality is that theheavy work requirements of people operating at senior levels typically precludes them from being ableto engage sufficiently with ICT Integration issues to be able to understand their full potential benefits(and most importantly how ICT can be a strong lever for overall improvements in systemicperformance). Building on the experience of the previous programme (2008-2010) and the lessonslearned from it an advanced ―ICT Integration in Education ―training programme for senior managers(50) will be developed to bring them to the next level. A carefully designed programme of capacitybuilding,support, and change management to give Senior Managers opportunities to engage fully withthe potential and pitfalls of ICT Integration, and then craft appropriate high-level responses thatsupport effective ICT Integration will be implemented.Sub-result 2.1Support development/implementation of advanced “ICT Integration in Education” training programmefor senior/middle managers at MOE HQ and adjust the programme for future recurrent roll out by theMinistry. (Through: training on the workplace, advice to management)A suite of advanced capacity-building options covering the full spectrum of developmental needs ofsenior and middle level managers will be identified and documented. A detailed, customized capacitybuildingand support programme for Senior Managers (50), targeting specific developmental outcomesfor each individual, will be developed and implemented through consultation. New managers whichjoin the Ministry will be taken through the previous modules before they will be introduced to theadvanced modules.Sub-result 2.2Support development of “ICT Integration in Education” training programme for senior/middle managersat selected provincial/district level. Assist and support implementation of the programme (Through:equipment, training, logistics)A suite of capacity-building options covering the full spectrum of developmental needs of senior andmiddle level managers at MOE provincial/district level will be identified and documented. In the firstphase, on a trial basis, a detailed, customized capacity-building and support programme for a limitednumber of provincial/district Senior Managers (―ICT champions‖, on voluntary basis), will be developedand implemented through consultation. After adjustments, based on experiences with the first trialgroup, customized capacity building and support programmes for selected provincial/district seniormanagers will be implemented. If successful the programme can be supported further to allprovinces/districts, but MOE or other stakeholder‘s funding will need to be provided.Result 3KESI supports the capacity development of School Managers (Heads of School, BOGs and SMCs) foreffective integration of ICT in their schools.KESI supports the capacity development of SchoolManagers (Heads of School, BOGs and SMCs) for effective integration of ICT into their schools.The third result area is geared towards the staffing level within the education system that deals withmanagement at school level. For proper and effective ICT Integration in the classroom, it is paramountthat school management (including Board of Governors – BOGs and School Management Council)are aware and understand what ICT Integration in Education entails and can mean for them (both insupporting administration and teaching). KESI has the mandate to build the capacity of theKenya - Multi-Year Programme 2011-2013 45/148

educational management. Focus in the programme with respect to KESI will be to support them in theintegration of activities that strengthen specifically the ICT Integration process in schools. This will bedone merely through on the job capacity building and activities.Sub-result 3.1Strengthen the capacity of the ICT & Media Team of KESI to properly implement outcomes of theIntegration Team into their organization and training of educational managers (Through: capacitybuilding, meetings, on the job training and support).The programme will strengthen the (institutional) capacity of KESI (ICT & Media department) tointegrate concrete activities that benefit ICT Integration in schools into KESI as an organization and intheir training programs. In phase I of the programme, a syllabus on ICT Integration for SecondarySchool Principals and Managers was developed, tested and altered. New materials will be based onthis syllabus.Result 4CEMASTEA supports the capacity development of secondary school teachers for effective use of ICTin teaching and learning through the development of minimum standards for training of secondaryschool teachers and models for INSET training of secondary school teachers.The fourth result area concerns the Centre for Mathematics and Science Education in Africa(CEMASTEA), VVOB‘s strategic partner in the programme, who deals with the in-service training ofsecondary school teachers in the mentioned subjects. Under this result area the programme supportsboth ICT Integration in the Teaching and Learning activities of CEMASTEA itself, and the roll out ofthe same through in-service training programmes.Teacher training is an important lever for integration of ICT in the learning process. Most of the preservicetraining for secondary teachers is offered by the various universities. To give ICT Integration agreater chance to be part of pre-service teacher training, the initiative will be taken to set nationalminimum standards for training in ICT Integration. This will be achieved through a consultative processwith Universities, MOE, TSC, KIE and other relevant stakeholders.Sub-result 4.1Support the strengthening of the ICT Committee within CEMASTEA to drive “ICT Integration inEducation” for INSET training at the institutional level (Through: training courses; on-the-job training;meetings, workshops, development of policies, strategies, standards, guidelines; managementadvice).During the first phase of the programme the ICT Committee at CEMASTEA was set up andstrengthened. The Committee is the driving force behind ICT uptake and Integration in the institution.However, if it wants to continue to play this role, the ICT committee should be stronger embedded inthe structure of the organization. Furthermore, the capacity of the Committee should be furtherenhanced to remain effective. The programme will support these efforts through continuous capacitybuilding (workshops, on the job, short courses, support to formulate strategies for enhancedintegration, etc).Sub-result 4.2Assist and support the process of infusing “ICT Integration in Education” at all levels in theCEMASTEA structures (Through: training, meetings, workshops, development of ICT integratedmodules and lesson plans).To have more impact on the integration of ICT by teachers in the classroom, ICT should be integratedin the teaching and learning by CEMASTEA staff. This would be in line with the ‗Teach as you Preach‘– idea. It would require institutional, attitude and capacity changes within CEMASTEA, induced by theICT Committee and supported by the VVOB programme.Kenya - Multi-Year Programme 2011-2013 46/148

In the first phase a beginning was made to formulate ‗good example‘ lesson plans, which form thebasis for continuation of the process. ICT should be taken up by all the staff members and especiallythe teacher trainers at CEMASTEA. The fact that all staff have internet at their desk will accelerate thisprocess of integration, however additional policies and guidelines should be put in place to steer theprocess.Sub-result 4.3Assist and support development of a toolkit/resources for ICT Integration at Classroom level.Teacher training is an important lever for integration of ICT in the learning process. Besides thetraining offered by CEMASTEA, under this programme a toolkit for and from teachers will bedeveloped with ‗low key‘-tools that teachers can easily use in their teaching. In collaboration withCEMASTEA/ICT Committee and teachers, tools need to be identified and/or developed for thedifferent academic subjects thought at CEMASTEA. The toolkit can be part of the training ofCEMASTEA, to ease ICT integration in the classroom. The programme aims to create conditions inwhich class teachers can acquire and test new skills and techniques in a secured environment.Result 5The Ministry of Education has developed a model for a holistic, comprehensive and participative “ICTIntegration" process within schools/ district clusters and has implemented/tested it at a small scale.In the first phase of the programme, efforts have been concentrated on capacity building of SeniorManagement in the Ministry and setting up (technical) structures and developing policy for ICTIntegration in Education. All this was done with the intention to support ICT integration at classroomlevel. Under this result area, deliberate efforts at classroom level are undertaken with relevantpartners, to find out which policies, strategies, support etc. is required for successful ICT integratedteaching and learning at classroom level.Sub-result 5.1Assist and support the ICT4E unit and ICT Integration team with the development of a model for aholistic, comprehensive and participative “ICT Integration” process within schools/district clusters(Through support to develop policies &strategies, meetings, workshops, networking, partnerships,research)The ICT4E and the ICT Integration Team, with support of the programme, and in combined effort withrelevant stakeholders (Provincial and District Education Officers, school managers, and others), willdevelop a model for effective and efficient ICT integration at the classroom level and work out animplementation plan for the same. The model will describe the different parties involved and theirtasks, the technical requirements, capacity building activities needed, support structures that need tobe put in place, etc.Sub-result 5.2Assist and support the ICT4E unit and ICT Integration team with the implementation of the developedmodel and processes in two districts (one or two schools/district). (Through: multi-stakeholderapproach, equipment, software, accessories, logistics, policies, meetings, workshops, partnerships,training, documentation of lessons learned, and evaluation of the model).The model will be implemented in two schools in two different districts and closely monitored. Throughthe monitoring of the implementation ICT4E and ICT Integration Team will learn what works inIntegrating ICT at classroom level, and which challenges are faced. The challenges should beaddressed immediately, so that by the end of the second phase a national rollout plan can beformulated.Kenya - Multi-Year Programme 2011-2013 47/148

Result 6ICT Programme Partners build upon organizational practices that focus on monitoring, documentatingand sharing of lessons learned with relevant stakeholdersWithin this result area, the experiences and knowledge acquired from the various activities relevant forthe respective result areas will be systematically documented. This will all be tied in with the KESSP IIplanning and implementation. Active efforts will be made to set up and maintain networks, publishexperiences, lessons learned and outputs of the programme and to improve systems and procedures.Sub-result 6.1Assist and support documenting and sharing of lessons learned (database, workshops, networking).For the visibility of the programme it is important to have regular documentation and publication indifferent media (intra-net of MOE/VVOB, articles in newsletters, conferences, etc). The programme willsupport and assist in these endeavors.Sub-result 6.2Support the strengthening of M&E systems (linkages to KESSP M&E)To monitor and evaluate the progress of ICT integration in the education system and to learn from ICTprogrammes that are implemented by the Ministry, the programme will support proper M&E systems tobe put in place. To that effect the relevant stakeholders will participate to come to a joint andcombined effort, to avoid duplication of efforts (everyone is evaluating) and for maximum of efficiency(what do you want to know and why?).Result 7The programme is enabled to remain efficient, effective, relevant and sustainable by developingorganizational practices that focus on learning and accountability by the cooperating partnersThis result area is mostly geared towards organization and coordination of the support to theprogramme, by VVOB. The VVOB team will engage in organizational reflection and review, throughthe M&E sytem and other types of learning activities. The programme will display accountability to thevarious stakeholders through M&E activities, networking, communication, effective bookkeeping andreporting. The VVOB team will ensure that effective programme operations are established andensured throughout the implementation.6.4.2.5. Description of partnershipImplementation by he partnerThe ICT Integration in Education programme has been developed in line with MOE policies, strategiesand structures. Most of the ICT Integration activities are directly implemented by the Ministry ofEducation, often in partnership with other relevant ministries or stakeholders. At national level, thisincludes policy and advocacy work, as well as coordination of collaboration with other ministries,stakeholders and development partners. At the district level, MOE is responsible for monitoring andreporting of progress, as well as technical and educational advice to schools. At the school level,activities are managed and implemented by MOE (headteachers, teachers) in partnership with thelearners and communities (through the SMCs).Supporting strategy of capacity building by VVOBThe strategy of capacity strengthening by VVOB includes guidance and advice for the different ICTentities within MOE, on-the-job training for ICT Unit, ICT4E Unit, supporting training courses andworkshops, provision of information and technical/educational resources, guiding improvement in thequality and relevance of teaching and learning, guiding monitoring and evaluation of ICT projects toensure their sustainability, facilitating forums for multiple stakeholders, and researching theprogramme‘s impact. All components of the supporting strategy of capacity building by VVOB areimplemented jointly with the MOE.Kenya - Multi-Year Programme 2011-2013 48/148

6.4.2.6. Description of the general assumptions and risk analysisThe following general assumptions have been made for the ICT Integration programme:1. Continued support for KESSP II from the Government of Kenya (GoK) and its developmentpartners.2. Continued support from MOE to develop and implement the Institutional framework for ICTIntegration in EducationThe risks associated with these general assumptions have been assessed as being lowA detailed risk analysis for various elements of the programme is given in the table on the next pages.6.4.2.7. Intervention logicThe ICT Integration in Education programme intervention logic has been designed by selecting majorinterventions that are most likely to be effective in achieving the specific objective MOE hasoperationalized a systematic, comprehensive and sustainable „Strategy for Integration of ICT inEducation‟. To that effect six key intermediate results which MOE will deliver have been identified:IR 1: The ICT Integration team in collaboration with the ICT Unit and ICT for Education Unit of theMinistry of Education coordinates, harmonizes, advises on, and supports efficient and effectiveintegration of ICT in basic and secondary education at various management and implementationlevels.IR 2: Managers of the Ministry of Education (at HQ and provincial/district level) and selected SAGAssupport the development and implementation of effective ICT Integration strategies on an ongoingbasis.IR 3: KESI supports the capacity development of School Managers (Heads of School, BOGs andSMCs) for effective integration of ICT in their schools.IR 4: CEMASTEA supports the capacity development of secondary school teachers for effectiveuse of ICT in teaching and learning through the development of minimum standards for training ofsecondary school teachers and models for INSET training of secondary school teachers.IR 5: The Ministry of Education has developed a model for a holistic, comprehensive andparticipative ―ICT Integration" process within schools/ district clusters and has implemented / testedit at a small scaleIR 6: ICT Programme Partners build upon organizational practices that focus on monitoring,documentating and sharing of lessons learned with relevant stakeholdersThe seventh result area relates to the management and coordination of the programme by VVOB:IR 7: The programme is enabled to remain efficient, effective, relevant and sustainable bydeveloping organizational practices that focus on learning and accountability by the cooperatingpartners.Within each of these intermediate results, there are several sub-results which the ICT Integrationprogramme will achieve as contribution to the intermediate result of MOE.We also refer to the Logical Framework, attached in Chapter 7.3a and Chapter 6.4.2.4, above, for forfurther details.Kenya - Multi-Year Programme 2011-2013 49/148

KEY FOR RISK ASSESSMENTLikelihood: Consequence: Risk level:R Rare N Negligible LR Low RiskU Unlikely Mi Minor MR Medium RiskP Possible Mo Moderate HR High RiskL Likely Ma Major ER Extreme RiskAC Almost Certain S SevereRISK ASSESSMENT RISK MANAGEMENT MONITORING RISKSource andnature of the risk(risk event)LikelihoodConsequenceRisk LevelImpact onResultRisk treatments Responsibility TimingWho isresponsibleWhen willthis occurMOE commitmentto ICT Integrationis not sustainedover the life of theProgrammeICT Unit staff,ICT4E staff andICT Integrationteam members aretoo overloaded withother work tosupportProgrammeimplementationAgreement cannotbe reached onroles andmandates of all keyplayers essential tosuccessfulimplementation ofICT IntegrationStrategyR S ERL S ERP Ma HR1 to61 to61 to5• Work to ensurecontinuous inclusionof ICT Integrationactivities into KESSPStrategy• Protect focus of linkbetween Technicaland Pedagogicalaspects of ICTIntegration• Work to ensurecontinuous inclusionof ICT Integrationactivities into KESSP• Protect focus of ICTUnit on ICTIntegration to avoidreduction of ICT Unitwork to technicalsupport• MOESeniorManagers• Head ICTUnit• HeadICT4E Unit• Chair ICTIntegrationTeam• VVOBProgrammeManager• MOE SeniorManagers• Head ICTUnit• Head ofICT4E Unit• Provide clear, focusedjob descriptions for allICT Unit Staff, ICT4Estaff and ICTIntegration team.• Chair ICTIntegration• Ensure continuousprioritization of ICTUnit work andcorresponding need toreduce workload aslow-priority tasks aredeferredTeam• VVOBProgrammeOfficers• Concerted andcontinuous effort instimulating seniormanagement for• Head of ICTUnit• Head ofICT4E Unitparticipating in the ICT • Chair ICTintegration processand its wider contextby organizeconsultativeworkshops, educativeIntegrationteam• VVOBProgrammeOfficersContinuousContinuous2011• KESSPInvestmentProgrammeManagers(ICT andothers)• VVOBProgrammeManager• KESSPInvestmentProgrammeManagers(ICT andothers)• VVOBProgrammeManager• KESSPInvestmentProgrammeManagers(ICT andothers)• VVOBProgrammeManagerAnnualKESSPBudgetpreparation(March –April) andBudgetreview(November)QuarterlyplanningQuarterlyM&E forKESSPPreparation,during andafter stakeholdersmeeting(s)to agree onroles andmandatesKenya - Multi-Year Programme 2011-2013 50/148

RISK ASSESSMENT RISK MANAGEMENT MONITORING RISKSource andnature of the risk(risk event)LikelihoodConsequenceRisk LevelImpact onResultRisk treatments Responsibility TimingWho isresponsibleWhen willthis occurRoles andmandates definedin theory but notimplemented inpractice orinstitutions notready to implementthemCapacity to sustainprofessionaldevelopmentprogrammes is notcreated withinparticipatingSAGAsFunds for longtermplans beinggenerated duringProgramme cannotbe securedNone or notsufficient time willbe set aside duringworking hours forICT Unit staff,ICT4E Unit staffand ICT IntegrationTeam members toundertakeidentified capacitybuildingactivities.ICT Unit annualplans and reportsare not sufficientlyPPPMi MRMa MR1 to52, 3& 4Ma HR 1 to5P Ma HR 1P Mi MR 2demonstrations, openforums• Establish strongworking relationshipwith Directorate of e-Government• Have mandatesagreed bystakeholders andincorporated inKESSP• Work within thestructures and makesure the institutes arecapacitated to take onthe tasks• Ensure sufficientfunds in programme toprovide extensivecapacity-buildingsupport toparticipating SAGAsduring programmedesign and piloting,through:• Re-allocationVVOB programmefunds from otherresult areas• Collaboration withother developmentpartners foradditional CB• Provision throughKESSP• Build wide range offunding relationshipsfrom Programmeinception• Take steps forcontinuous integrationof ICT activities intoKESSP• Put proper objectivesand work plans for allstaff in place andfollow up on a regularbasis• ICT Unit to determineits core functions andservices and let theseknow to all its workingpartners, so that noncoretasks areminimized.• Compose appropriatejob descriptions,annual working plans• KESSPInvestmentProgrammeManagers(ICT andothers)• Head of ICTUnit Continuous• Head ofICT4E Unit• Chair ICTIntegrationteam• KESSPSecretariat• KESSP ICTInvestment& CBProgrammeManagers• DirectorsCEMASTEA& KESI• VVOBprogrammeManager• PSCmembers• KESSPSecretariatStarting in2012:Budgetpreparation.From 2012:Budgetpreparation• Head ICTUnit• HeadICT4EUnit• Chair ICTIntegrationTeamContinuous• VVOBProgramme Officer• Head ICTUnit• VVOBContinuous• Head ICT4EUnit• Chair ICTIntegrationteam• Head ICTUnit• KESSPInvestmentProgrammeManagers(ICT andothers)• KESSP ICTInvestment& CBProgrammeManagers• VVOBProgrammeofficers• CEMASTEA& KESIDirector• Head ICTIntegrationTeam• VVOBProgrammeOfficers• VVOBProgrammeMgrContinuous,once rolesandmandatesdefined.Starting in2012:BeforebudgetpreparationStarting in2012:Beforebudgetpreparation• Head ICTUnit• Head ICT4EUnit• Chair ICTQuarterlyIntegrationTeam• VVOBProgrammeOfficer• VVOB ProgManager• KESSP ICTEvery sixmonthsKenya - Multi-Year Programme 2011-2013 51/148

RISK ASSESSMENT RISK MANAGEMENT MONITORING RISKSource andnature of the risk(risk event)LikelihoodConsequenceRisk LevelImpact onResultRisk treatments Responsibility TimingWho isresponsibleWhen willthis occurspecific to facilitatemonitoring ofimprovement incapacity to deliver.MOE staffdeployed for ICTIntegration do nothave the requiredexpertiseOther departmentsand stakeholdersare not sufficientlyactively involved inICT Integrationinitiatives.National ICTInnovation andIntegration Centrehas not been setup by end of 2010Other stakeholdersoffer no or onlylimited support(funds andinfrastructure) tofurther set up andoperate the Centre.Full-time staffcannot be securedfor ICT Integrationand InnovationCentre forTeaching andLearningNo sufficient MOEbudgets for trainingof senior andmiddle managersare available.L Ma MR 1,3,4UMa HR1 &2U Ma HR 1U Mo MR 1LMo MR1(3 ,4)R Mo LR 2and performanceobjectives for all staffof the ICT Unit• Use programme fundsto hire required skills(gap stoppingmeasure)• Lobby with MOE toensure right level ofstaff deployed oremployed• Strengthen staff skillsthrough CapacityBuilding• Setup structures toinvolve alldepartments andstakeholders• Ensure that thesestructures deliverresults, so that theparticipation level ofthe stakeholders anddepartments grows.• Explore alternativesolutions• Look for alternativesolutions and funds.• Scale down theinitiative accordinglyor cancel altogether.• Ensure strongcommitment andsupport for ICTIntegration ineducation by decisionmakers at highestlevel• Approach wide rangeof potential sources offunding for staff• Fill deficiencies withtemporary staff andinterns• Look for alternativefunding with otherstakeholders.ProgrammeOfficer• VVOBProgrammeManager.• Head ofContinuousICT Unit• Chair ICTIntegrationteam• Head ICTIntegrationTeam• Head ICTUnit• VVOBProgrammeOfficers• Chair ICTIntegrationTeam• VVOBProgrammeOfficers• Head ICTIntegrationTeam• VVOBProgrammeOfficers• Chair ICTIntegrationTeam• VVOBProgrammeOfficers• Chair ICTIntegrationTeam• IP managerCapacityBuildingContinuousFrom 2011FromJanuary2011Jan -June,2011ContinuousIP Manager• Head ICTUnits• VVOB ProgrOffcrVVOB countryprogrammemanager• VVOBProgrammeManager• Head ICTUnit• VVOBProgrammeOfficers• VVOBProgrammeManager• Head ICTIntegrationTeam• VVOBProgrammeOfficers• VVOBProgManager• Head ICTIntegrationTeam• VVOBProgrammeOfficers• VVOB ProgrManager• KESSP ICTIP Manager• Chair ICTIntegrationTeam• Head ICTUnit• Chair ICTIntegrationTeam• VVOBContinuousQuarterlyJan – June2011Jan – Aug2011July-Dec2011Every sixmonthslinked toMOE budgetdevelopmentand reviewKenya - Multi-Year Programme 2011-2013 52/148

RISK ASSESSMENT RISK MANAGEMENT MONITORING RISKSource andnature of the risk(risk event)LikelihoodConsequenceRisk LevelImpact onResultRisk treatments Responsibility TimingWho isresponsibleWhen willthis occurPartners ( whoalready havetraining content)don‘t agree to worktogether inlocalizing trainingcontentICT infrastructureof KESI andCEMASTEAwanting, not able toimplement theprogrammePMa HR2, 3& 4L Ma HR 4• Encourage localpartners, KESI andCEMASTEA, tocollaborate with otherpartners to developlearning materials.• Allocate extra time toassist KESI andCEMASTEA todevelop their planningand budgeting forinfrastructure andsystems.• Re-allocate VVOBprogramme fundsfrom other resultareas to infrastructure• VVOBProgrammeOfficers• Head ICTIntegrationTeam• VVOBProgrammeOfficers• VVOBProgrammeManager• VVOBprogrammeofficers• Head ICTUnitContinuousContinuousinresponsetomonitoringreportsProgrammeOfficers• Head ICTIntegrationWhenTeamidentifying• DirectortrainingCEMASTEAcontent for• DirectorvariousKESItarget• VVOBgroupsProgrammeOfficers• VVOBProgrammeOfficers• KESI &CEMASTEAICT staffQuarterlyfrom mid-2011Kenya - Multi-Year Programme 2011-2013 53/148

6.4.2.8. Exit-strategies and points of attention concerning sustainabilityThe core strategy in the implementation is to simultaneously drive the technical and educationalissues on ICT Integration further, within the Ministry of Education. This approach will play an importantrole in the exiting of the programme towards sustainability.In Phase I of the Programme (2008-2010), the two track strategy (technological means andeducational capacity building) already started to generate a substantial demand from the users. Thiscreated an increasing pressure on the system to maintain – and further develop - the technology; andto demand sufficient budgetary means for both technology and training. It is expected that thisdemand will rise further as implementation of the current programme progresses.From 2011, the programme will put strong emphasis on assisting MOE with setting up structures toprovide organizational (new ICT entities, organizational changes within existing entities), technical(long term planning for new installations, replacements and upgrades of equipment) and financial(cost-efficient purchases, annual budgets) sustainability. The aim is to have these ―sustainability‖changes around ―ICT Integration in Education‖ in place by mid-2012. This means, firstly, that anappropriate institutional framework is in place and all new ICT entities are fully staffed (with capacitybuilding ongoing) and operational, while existing organizations have implemented organizationalchanges. Secondly, a planning framework and procedures is expected to be in place to maintain andoperate ICT installations on a long term time scale. Thirdly, appropriate budgeting for ―ICT Integrationin Education‖ (technical/educational) at all levels of MOE, CEMASTEA and KESI is required for thebudget year July 2012 – June 2013. This will allow for further fine-tuning, organizational learning andadjustments with support of the VVOB technical assistance in the last year of the programme. On thisbasis, MOE will have the appropriate structures fully operational for a long sustainable future.All staff capacity building programmes will be designed conscious of time and closely followed up.Experience from Phase I ha s shown that flexible training programmes tend to be stretched byparticipants. These lessons learned from the past will be used to design the CB programmes. Thehuman resources department of MOE will be involved in organizing and following up CB. This willallow them then also to continue such ICT training programmes afterwards. Also, alternative modes ofcapacity building will be explored (eg. e-learning). Efforts will be made to assign appropriate financialresources from the MOE budget, as discussed above.Support from MOE senior management will be crucial to implement this exit strategy properly.Therefore, a continuous constructive dialogue for change management must be pursued by thedifferent implementation partners of the programme.Some points of concern for sustainability:The financial input for the ICT programmes will come from the Ministry of Education, VVOB andother stakeholders under the MOE KESSP programme. These finances are not guaranteed asparticular stakeholders can shift their focus or priorities from time to time. Therefore, it is importantthat MOE makes all the necessary allocations for ICT in future normal governmental budgetallocations for sustainability, as sketched above and use KESSP funds for further newdevelopments.To meet the ICT challenges, the ICT Unit, ICT4E, NI 3 C, CEMASTEA and KESI will require sufficientnumber of staff with the appropriate qualifications. Sustainability in terms of human resources willalso depend on appropriate remuneration and other allowances for ICT staff. Well trained andexperienced technical ICT staff is in high demand in the private sector. There is a risk of high staffturnover. It is important that the staff can be retained during longer periods, so that the educationsector will benefit from the efforts and investments made to build the staff capacity for ICTintegration.ICT Integration in Education will not be fully realised by the end of the programme in 2013, due to itscomplex nature and the magnitude of the roll out. Therefore, in addition to the above, a second path tosustainability will be to link institutions such as CEMASTEA, KESI, etc. to similar organizations in theSouth or North, with whom they can collaborate. It will be important for all partners involved to build anetwork around them, to sustain and induce further progress.Kenya - Multi-Year Programme 2011-2013 54/148

6.4.3. Healthy Learning6.4.3.1. Specific objectiveThe Healthy Learning programme aims to support the following specific objective:"The Ministry of Education has developed and implements sustainable strategies for an integrated“Healthy Learning” approach in basic education with special attention to the poorest and mostvulnerable children in disadvantaged areas”.To achieve this objective, the Healthy Learning programme aims to promote quality primary educationthrough practical and experiential learning, to encourage schools to set up learning projects related tofood, nutrition and health, and to improve coordination mechanisms and partnerships between theMinistry of Education and other stakeholders in schoool health, nutrition and meals.6.4.3.2. Description of chosen strategy for achieving programme objectivesThe chosen strategy for Healthy Learning supports government action to deliver improved and costeffectivehealth, nutrition, agricultural and environmental education to primary schools in Kenya. As inPhase I of the programme, Healthy Learning will continue to work at different levels. The result areasin Phase II remain largely the same as in Phase I, but have been reformulated to better reflect thechanging environment (in terms of policies, new programmes, and new partners) in school health,nutrition and meals and to better reflect the role of MOE, the main partner organization (and VVOB‘sstrategic partner).Key programme areas include: strengthening planning and coordination at national level; coordinationof key stakeholders at district, community and school levels; supporting practical learning activitiesand training for life skills development at school level; and researching and documenting lessonslearned for wider application.Phase II will be concentrating on expansion. Expansion is seen as ―integration of Healthy Learningconcepts in other programmes through avenues of policy implementation‖, such as the NationalStrategy for School Health, Nutrition and Meals.Other programmes that are possible avenues for integration of Healthy Learning concepts are:1. Home-grown school meals programmes (MOE/MOA/MDG/WFP/PCD)2. Comprehensive school health programme (MOE)3. Essential package (MOE/WFP/UNICEF)4. Child-friendly schools (UNICEF/MOE)5. Fuel-efficient stoves programme (WFP/MOE)6. Tree planting programme (MOE)7. In-service teacher training (MOE)8. Pre-service training (teacher training colleges)9. Young African Express (Jacaranca Designs)10. Nutrition education programme (National Museums of Kenya)Opportunities will be explored in the course of Phase II.Kenya - Multi-Year Programme 2011-2013 55/148

6.4.3.3. Description of target groupsDesigned as a broad ranging intervention, the Healthy Learning programme aims to benefit severaltarget groups, including education managers, teachers, and relevant stakeholders by strengtheningtheir capacity to support primary schools in quality learning, health and nutrition.The target beneficiary group consists of primary school children (and indirectly their communities),mainly in Arid and Semi-arid areas (ASAL) and in ―pockets of poverty‖, who often face physical andcultural barriers to education. Those targeted by the programme exhibit low enrolment and attendancerates, high drop-out rates and low academic achievement. Barriers include household labourdemands, diminutive value for education by parents, short-term hunger and nutritional deficits, all ofwhich compromise participation in the classroom. Healthy Learning supports the quality and relevanceof education in primary schools, particularly for girls and children living in poverty and food insecurity.In Kenya, schools are also seen as local institutions that provide a strong entry point into thecommunity, and disadvantaged communities are indirect beneficiaries of the Healthy Learningprogramme.6.4.3.4. Analysis of the strategyThe chosen strategy of supporting capacity strengthening at differerent levels was found to beeffective in Phase I of the Healthy Learning programme.This intervention strategy is supported by national policies, which helps in getting support from seniormanagement. The National School Health Policy, produced by the Ministry of Education and theMinistry of Public Health and Sanitation, is cross-sectoral, and includes a section on nutrition, outliningschool nutrition services, nutrition education, school feeding, and community involvement.As indicated in chapter 6.4.2.2, the chosen strategy for Healthy Learning is in support of governmentaction to deliver improved and cost-effective health, nutrition, agricultural and environmental educationto primary schools in Kenya. Healthy Learning will continue to work at different levels (national, districtand school level). The result areas in Phase II remain largely the same as in Phase I, but have beenreformulated to better reflect the changing environment and alignment with the national policies.A more detailed analysis of the strategy per result area is given below.Result 1Ministry of Education staff involved in the Investment Programme “School Health, Nutrition & Meals” ofthe Kenya Education Sector Support Programme (KESSP) coordinates, harmonizes, advises on andsupports initiatives promoting “Healthy Learning”.The programme aims to support the responsible Units at MOE Head quarters to improve planning andimplementation, as well as improve coordination of various initiatives at different levels (national,district, school level) related to School Health, Nutrition and Meals.In the early years of KESSP I (2005-2010/2011), the investment programme on ―School Health,Nutrition & Meals‖ 16 was mainly focused on school feeding. With an increase in initiatives on Healthand Nutrition (from MOE and other ministries such as Health, Agriculture), and their link withsustainable school meals, the ministry staff was challenged to capture and coordinate these efforts inorder to achieve the objectives of the education sector.In the first phase (2008 – 2010), the MOE Head office staff in charge of School Health, Nutrition andMeals successfully increased their capacity, through the programme, to cope with these demands.This approach will be continued in the second phase. Therefore, the first component of the HealthyLearning sub programme aims to increase the capacity of the staff at headquarters (currently 6professionals) to cope with new and emerging demands. Ministry of Education staff members who16 The School Feeding Programme has been renamed School Meals Programme, in line with international trends,Kenya - Multi-Year Programme 2011-2013 56/148

have increased skills, knowledge and experience with coordination, planning etc will contribute directlyto better implementation of KESSP.Subresult 1.1Capacity strengthened of the Ministry of Education staff in emerging and new areas related toexpansion and sustainability of Healthy Learning.This will involve, a.o.:Updating the capacity strengthening needs analysis and prioritization, in consultation with keypartners.Capacity strengthening of relevant MOE staff to do costings, prepare budgets, develop and writeproposals, approach new partners (e.g. through Public-Private Partnerships - PPPs), and fundraise.Joint development of a project proposal related to Healthy Learning.Capacity strengthening on internal information sharing and documentation.Subresult 1.2Capacity strengthened of Ministry of Education staff involved in the Investment Programme “SchoolHealth, Nutrition & Meals” for effective resource centre / library management, access and utilisation.During Phase I, the programme supported the development of a resource centre 17 on school health,nutrition and meals at the MOE head office. This ―Info Point‖ has a collection of reference materials(hard and soft versions) relevant for Healthy Learning, that can be availed to staff from MOE andpartners.In the second phase, the resource centre will become fully operational through, amongst others:Development of guidelines for resource centre management.Procurement of relevant resource materials for the national resource centre.Subresult 1.3Capacity strengthened of MOE to manage the National School Health Inter-agency Committee andadvise the National School Health Technical Committee.Improved health and nutrition of school children is a multi-sector task. The National School HealthPolicy and the National School Health Guidelines offer the framework for the required multi-sectorcollaboration. The programme will support, for example:Development of mechanisms to ensure that all key stakeholders play their roles.Needs-based and targeted capacity strengthening of key MOE staff involved in implementation ofthe National School Health Policy and the National School Health Guidelines.Assistance to members of the National School Health Inter-agency Committee and the NationalSchool Health Technical Committee in preparing documents/presentations for sharing HealthyLearning experiences and lessons learned.Result 2Schools in disadvantaged areas are applying multi-disciplinary methods of life skills development forimproved learning, nutrition and health to the benefit of poor and vulnerable children, their families andcommunities.The second result area targets the coordination and improved efficiency at school and district level.The School Health, Nutrition and Meals investment programme is primarily targeting school agechildren in disadvantaged areas. The programme will continue to develop the capacity of schools and17 For better targeting of users, the reference materials will be available at the School Health, Nutrition &MealsUnit and not at the general Resource Centre of MOE (which mainly houses policy documents).Kenya - Multi-Year Programme 2011-2013 57/148

districts to strengthen their role in providing children with integrated life skills that relate to he alth,nutrition, care of the environment… Example setting on how to dispose of waste, use of scarce water,the nutritional value of the school meals, how activities such as growth monitoring are linked tolearning… Schools become resource centres for the community, parents can become involved as―experts‖ on traditional dishes etc. (not clear, could be reformulated...The Ministry of Education and other stakeholders, including Healthy Learning, have also initiated andencouraged schools to set up micro projects such as beekeeping, goat rearing, school vegetablegardens, fruit tree orchards, water harvesting… to supplement the school meals (directly or indirectly).The Ministry of Education continues to run school meals programmes in Arid and Semi Arid Land(ASAL) regions. MOE, with support from the Government and development partners, is encouragingsustainable and integrated alternatives to the current school meals approach – that also increase thehealth and nutritional status of children. One such alternative approach Home Grown School Meals(HGSM) programme, whereby food is purchased from local markets or farmers near the schools, wasintroduced in a number of schools in 2009. Funds are directly transferred to the schools by theMinistry of Education. Lessons learned from Phase I of Healthy Learning have already proven veryvaluable for the further development and future roll out of the HGSM programme.Subresult 2.1Capacity strengthened of 8 model districts and 30 model schools in Healthy Learning, with a focus onimpact and sustainability.The experiences of the first phase of Healthy Learning will be deepened, through further support andcapacity development of the 30 schools in 8 districts. They will become ―model‖ schools and districtsand will be setting examples for others through, a.o.:Officers at district level and school managers attending workshops with sessions on learningaspects, curriculum links, proposal development, and fundraising.Schools acquiring and using relevant learning resources in support of Healthy Learning.Sharing the knowledge and skills gained with more stakeholders in the model districts and modelschools, as well as with parents, School Management Committees (SMCs) and the widercommunity.The programme will organise training, follow-up activities etc to further develop managerial skills of theschool and district managers. For teachers, training will be organised to increase their didactic andpedagogic skills to integrate ―project‖ activities into normal teaching, to implement the curriculum.Some capacity strengthening activities will bring staff from the schools in the same or from otherdistricts together. Some activities will be school based. Efforts will be made to use distance learningand e-learning, and integrate ICT in the capacity strengthening activities (linking with the ICTIntegration sub-programme) and for sharing of experiences, monitoring and evaluation.Subresult 2.2.Relevant income-generating and learning activities implemented in 30 Healthy Learning modelschools.The programme will strengthen the outcomes of phase one, at school level, through initiatives, suchas:Capacity development regarding proposal development for income-generating and learningactivities related to Healthy Learning.Assessment of progress of schools micro projects .Capacity development on management of small grants to schools.Support to model districts and model schools in approaching relevant partners for their HealthyLearning activities.Organizing monitoring and technical support visits to schools.Organizing exchange visits between model schools and model districts.Kenya - Multi-Year Programme 2011-2013 58/148

Subresult 2.3Healthy Learning model districts and model schools are actively sharing their approaches, stories, andsuccesses with other districts and schoolsMulti-sector stakeholder coordination at district level is crucial to harness available resources(operational funds, equipment and personnel) of the different ministries (education, health, agriculture,water & irrigation, public works…), non-government agencies, private sector… to benefit the childrenand their families. In the original approach for Phase I, it was suggested that the programme wouldsupport setting up special coordination forums. However, it was soon realised that this would not besustainable. We learned that coordination is best done through existing mechanisms. The programmewill also encourage the involvement of the new committees (to be) established through the SchoolHealth Policy.This can be achieved by, o.a.:Encouraging Healthy Learning model schools to invite neighbouring schools for study visits.Lobbying and advocacy for putting Healthy Learning on the agenda of meetings of the DistrictSteering Groups (DSGs), District Education Boards (DEBs), District School Health CoordinationCommittees, Divisional School Healthy Coordinating Committees and Zonal/Locational SchoolHealth Committees.Sharing of the Healthy Learning approach in Provincial School Health Coordinating Committees.Result 3The Ministry of Education has integrated approaches and lessons learned from Healthy Learning inteacher support activities related to school health, nutrition and meals.Achieving national targets (set in KESSP) for improved School Health, Nutrition and Meals will requireefforts of all teachers, school and district managers. Towards the end of Phase I, the programmestarted to bring together practical experiences of the programme (and from other districts, othercountries…) to develop a relevant teacher support module. These materials will be further fine tunedin Phase II an d will be used by MOE, through existing and future staff capacity developmentprogrammes, such as ―INSET‖.Sub-result 3.1Healthy Learning teacher support module available.This will involve activities such as:Compilation of additional materials for the teacher support module.Integration of additional materials into teacher support module about Healthy Learning.Organization and facilitation of a writeshop to finalize the teacher module. Editing and lay-out of theHealthy Learning teacher module.Subresult 3.2Use of the Healthy Learning teacher support module promoted by the Ministry of Education.The programme will make the module available and encourage its use in the 8 model districts. It willfurther encourage other partners and stakeholders within the SHN&M investment programme to makeuse of the Healthy Learning materials in their interventions in other geographical areas .Subresult 3.3Set of criteria developed for assessment and “certification” of Healthy Learning in schools.To encourage other schools to adopt the Healthy Learning approach, the Ministry of Education intendsto adopt a certification system. This will be developed, through activities such as:Kenya - Multi-Year Programme 2011-2013 59/148

Study of the approaches used in other school assessment scheme (e.g. Child Friendly Schools –Unicef, International Climate Challenge, Greening Schools).Development of a ―certification‖ scheme / set of indicators for assessment of Healthy Learning goodpractices in schools.Applying the assessment to schools for certification.Result 4Healthy Learning programme partners ensure the documentation and sharing of “lessons learned”with relevant stakeholders.In Phase I, s pecial efforts were made for systematic knowledge management, documentation etc.Networks were set up and maintained; lessons learned, experiences and outputs of the programmewere publicized and published. This proved to be a good strategy allowing infusion of lessons learnedinto various MOE programmes (e.g. Home Grown School Meals) and strategies (e.g. School Healthand Nutrition Strategy).This approach will continue in Phase II, with special attention to sustainability and up-scalingopportunities.The activities within this result will be tied in with the KESSP planning and implementationThe experiences from the various activities will be relevant for all result areas of the Healthy Learningprogramme.Subresult 4.1Internal reflection and monitoring done on a regular basis for strengthening effectiveness, efficiencyand sustainability of the Healthy Learning programme.This will be done through:Monthly Healthy Learning programme team meetings.Annual reflection days with key partners in Healthy Learning etc.Reports from regular monitoring at school and district level will also inform these reflections.Subresult 4.2Healthy Learning experiences shared with other relevant programmes in and outside the country.The programme will facilitate:Identifying similar programmesVirtual exchanges through e-mail, Internet.Study visits.Other relevant avenues of sharing.Subresult 4.3Scientific research on specific Healthy Learning issues supported.Projects and programmes often do not have the means (time, staff…) for systematic study of theirexperiences. In Phase I, the Healthy Learning programme provided funds to cover field workexpenses for three Kenyan (MSc) students for relevant research topics. The research hypothesis andresearch questions were formulated jointly between the programme, the student and the (local)University. The students were supervised jointly by the University staff and the Programme staff.The programme wishes to continue this successful approach in Phase II by:Identifying other relevant research topics, e.g. leadership/management issues, cultural influences...Strengthening partnership with Kenyan and Flemish educational and research institutions.Kenya - Multi-Year Programme 2011-2013 60/148

Launching of a Call for research proposals.Providing guidance and coaching of the research.Publication of research results in newsletters, websites, journals.Presentation of research results in national and international forums.Result 5The programme is enabled to remain relevant and sustainable by developing organisational practicesthat focus on learning and accountability by the cooperating partners.This result area relates to the management and coordination of the programme by VVOB:Organisational learning within VVOB supported.Virtual exchange of information (tools, approaches).6.4.3.5. Description of partnershipImplementation by the partnerThe Healthy Learning programme has been developed in line with MOE policies and structures. Mostof the Healthy Learning activities are directly implemented by the Ministry of Education, often inpartnership with other relevant ministries or stakeholders. At national level, this includes policy andadvocacy work, as well as coordination of collaboration with other ministries, stakeholders anddevelopment partners. At the district level, MOE is responsible for monitoring and reporting ofprogress, as well as technical advice to schools. At the school level, activities are managed andimplemented by MOE (headteachers, teachers) in partnership with the learners and communities(through the SMCs).Supporting strategy of capacity building by VVOBThe strategy of capacity strengthening by VVOB includes supporting training workshops and provisionof information and educational resources, supporting schools in implementing projects, guidingimprovement in the quality and relevance of teaching and learning, guiding monitoring and evaluationof school projects to ensure their sustainability, facilitating forums for multiple stakeholders, andresearching the programme‘s impact. All components of the supporting strategy of capacity buildingby VVOB are implemented jointly with the MOE.6.4.3.6. Description of the general assumptions and risk analysisThe following general assumptions have been made for Healthy Learning:1. Continued support for KESSP II from the Government of Kenya (GoK) and its developmentpartners.2. Monitoring information made available by the schools and the districts.The risks associated with these general assumptions have been assessed as being low. A detailedrisk analysis is given in the table on the next pages.Kenya - Multi-Year Programme 2011-2013 61/148

KEY FOR RISK ASSESSMENTLikelihood: Consequence: Risk level:R Rare N Negligible LR Low RiskU Unlikely Mi Minor MR Medium RiskP Possible Mo Moderate HR High RiskL Likely Ma Major ER Extreme RiskAC Almost Certain S SevereRISK ASSESSMENT RISK MANAGEMENT MONITORING RISKSource and nature ofthe risk (risk event)LikelihoodConsequenceRisk LevelRisk treatments Responsibility TimingWho isresponsibleWhen willthis occurResult 1: Ministry of Education staff involved in the Investment Programme “School Health, Nutrition & Meals” of theKenya Education Sector Support Programme (KESSP) coordinates, harmonizes, advises on and supports initiativespromoting “Healthy Learning”National School HealthInter-agencyCoordinating Committee(ICC) chaired by theMinistry of Educationnot constituted / notoperational1. Senior managers donot support thecapacity-buildingprogramme as arequirement of jobperformance2. and the capacitybuildingprogrammedevolves into a series oftraining exercises only.UUMa MRMo MRVVOB lobbies for ICC tobe installed andoperational.1. / 2. Senior managersare kept informed andregularly updated aboutthe programme and theimportance of capacitybuilding of their staff.1. Lobbying for theincorporation ofparticipation in capacitybuildinginto performancemanagement systems ofthe Ministry of EducationPermanentSecretaryMinistry ofEducation1. / 2. SchoolHealth,Nutrition andMeals staffSeniormanagers ofMinistry ofEducation1. PermanentSecretaryContinuous ProgrammeCoordinatorSchool Health,1 / 2Nutrition andContinuousMeals staffContinuous1. At the timeofpreparationof nextperformancecontract2.ContinuousResult 2: Schools in disadvantaged areas are applying multi-disciplinary methods of life skills development forimproved nutrition and health to the benefit of poor and vulnerable children, their families and communitiesInsufficient support fromother line ministries andother stakeholders toschools and districtsRMa MRDEO asdedicated/designatedfocal point for ―HealthyLearning‖ in the districts isproactive.Ministry of Educationheadquarters regularly School Healthreminds the districts about Nutrition andthe importance of Meals staffaddressing Health, (MOE)Nutrition and Meals issuesthrough the districtcoordination forums (e.g.District Steering Group,District School HealthCoordinating Committee).ContinuousSchool HealthNutrition andMeals staff(MOE)ContinuousSecurity in remotedistricts and schoolscannot be guaranteedPMa MRExplore possibilities formore distancecommunication,School HealthNutrition andMeals staffWhenneedarises forDistrict OfficersWhen needarises forspecificKenya - Multi-Year Programme 2011-2013 62/148

RISK ASSESSMENT RISK MANAGEMENT MONITORING RISKSource and nature ofthe risk (risk event)LikelihoodConsequenceRisk LevelRisk treatments Responsibility TimingWho isresponsibleWhen willthis occurParticipating schoolsare not activelycollaborating.PMo MRcentralized workshopsand trainings and lessfollow-up on the ground.Community ownership,involvement andcontribution in design andimplementation.Dedicated/designatedfocal point for ―HealthyLearning‖ in the districts.District Officers of theMinistry of Education putpressure on participatingschools to become moreactive.Decentralizingimplementation to includeprocurement at theschool/community level.Fund disbursements formicro-projects in schoolscan be put on hold.(MOE)ProgrammeCoordinatorDistrict OfficersspecificactivityactivityDistrict Officers Continuous District Officers ContinuousResult 3: The Ministry of Education has integrated approaches and lessons learned from Healthy Learning in itsprogrammes related to school health, nutrition and meals.MOE does not allocatefunds to include HealthyLearning TeacherTraining module in itsprogrammes (pre-serviceand in-service).L S HRUse model for teachertraining in teacher trainingprogrammes wheneveropportunity arises.VVOB assists MOE to lookfor alternative funding(outside KESSP partners,e.g. private sector, NGOs)ProgrammeCoordinatorQ1 2012ProgrammeCoordinator2011Result 4: Healthy Learning programme partners ensure the documentation and sharing of "lessons learned" withrelevant stakeholders.Engage more stakeholders/‘representatives & actorsand increase efforts toobtain information andshare with all, so the keystakeholders can react.Programme partnersand the Ministry ofEducation are notsharing essentialinformation.U Mo LREnsure that all partners candirectly benefit from the―lessons learned‖ in thedesign and implementationof related programmes.Properly acknowledgecontributions from relevantpartners in all publicationsresulting from theprogramme.ProgrammeCoordinatorContinuous ProgrammeCoordinatorContinuousCapacity building ofprogramme partners andthe Ministry of Education inmonitoring and knowledgemanagement.Kenya - Multi-Year Programme 2011-2013 63/148

6.4.3.7. Intervention logicThe Healthy Learning programme intervention logics have been designed by selecting majorinterventions that are most likely to be effective in achieving the specific objective that the MOE hasdeveloped and implements sustainable strategies for an integrated ―Healthy Learning‖ approach inbasic education with special attention to the poorest and most vulnerable children in disadvantagedareas. This is part of a broader National Strategy on School Health, Nutrition and Meals, of which adraft was already developed in Phase I of Healthy Learning. To achieve this specific objective, five keyintermediate results which MOE will deliver have been identified:IR 1: Ministry of Education staff involved in the Investment Programme ―School Health, Nutrition &Meals‖ of the Kenya Education Sector Support Programme (KESSP) coordinates, harmonizes,advises on and supports initiatives promoting ―Healthy Learning‖.IR 2: Schools in disadvantaged areas are applying multi-disciplinary methods of life skillsdevelopment for improved learning, nutrition and health to the benefit of poor and vulnerablechildren, their families and communities.IR 3: The Ministry of Education has integrated approaches and lessons learned from HealthyLearning in teacher support activities related to school health, nutrition and meals.IR 4: Healthy Learning programme partners ensure the documentation and sharing of ―lessonslearned‖ with relevant stakeholders.The fifth result area relates to the management and coordination of the programme by VVOB:IR 5: The programme is enabled to remain relevant and sustainable by developing organisationalpractices that focus on learning and accountability by the cooperating partners.Within each of these intermediate results, several subresults have been identified which the HealthyLearning programme will achieve as contribution to the intermediate result of MOE.At national level (IR 1), the Healthy Learning programme facilitates capacity strengthening of Ministryof Education key staff in emerging and new areas related to the ‗expansion‘ and sustainability of theprogramme. Expansion is seen as as the integration of Healthy Learning concepts in otherprogrammes (e.g. home-grown school meals programmes) through avenues of policy implementation,such as the National Strategy for School Health, Nutrition and Meals.At the district and school levels (IR 2), the Healthy Learning programme will be involved lessintensively in Phase II as compared to Phase I, with a view of gradually giving more responsibility tothe 8 districts and 30 schools to ensure continuity as well as outreach to more schools and districts.Focus will be on capacity strengthening of districts and schools for impact and sustainability. HealthyLearning model districts and model schools will be sharing their approaches, stories, and successeswith other districts and schools more actively than before.In terms of teacher support (IR 3), the Healthy Learning programme will ensure that a HealthyLearning teacher support module and assessment mechanism are available and promoted by theMinistry of Education. Other partners and stakeholders will be able to make use of the HealthyLearning materials in other geographical areas and programmes.Within the area of documentation and sharing of ―lessons learned‖ (IR 4), internal reflection andmonitoring will done on a regular basis for strengthening effectiveness, efficiency and sustainability ofthe Healthy Learning programme. Experiences will be shared with other relevant programmes withinKenya and elsewhere where relevant. Specific Healthy Learning issues willl be supported by focusedresearch.Like other VVOB programmes, Healthy Learning also supports organisational learning within VVOB(IR 5).It‘s also important to note that the five intermediate results are all interlinked. Interventions at theschool and district level (IR 2) provide a proof of concept which feeds into initiatives at national level(IR 1) as well as broader teacher support activities (IR 3) (bottom-up approach). On the other hand,involvement at the national level (IR 1) ensures that Healthy Learning will have an impact on schoolsKenya - Multi-Year Programme 2011-2013 64/148

(IR 2 and IR 3) where Healthy Learning is not directly active as a programme (top-down approach).Processes and experiences are well researched, documented and shared, external with partners andstakeholders (IR 4) as well as internal within VVOB (IR 5), which will also give opportunities forcontinuous improvement of the programme.We also refer to the Logical Framework, attached in Chapter 7.3b and Chapter 6.4.2.4, above, for forfurther details6.4.3.8. Exit-strategies and points of attention concerning sustainabilityRather than a national roll-out of Healthy Learning as a separate programme, experiences andlessons learned from the Healthy Learning programme at all levels (national, district and school level)will be further integrated into strategies as well as other large-scale programmes managed by MOE(such as home-grown school meals and school-based health interventions).Past experiences have shown that the key to the success, scale up and sustainability of health,nutrition, food, agricultural and environmental education programmes is the development of amultisectoral understanding, especially between the education, agriculture and health sectors. HealthyLearning builds on this approach in Kenya by strengthening the links between the Ministry ofEducation and other agencies and stakeholders involved in this. Currently, the Government of Kenyais developing a National Strategy on School Health, Nutrition and Meals that would provide a commonframework for collaboration and coordination across the different stakeholders involved. VVOB isalready fully involved in this process which provides an opportunity to integrate lessons learned fromHealthy Learning into the strategy.In terms of sustainability, the Healthy Learning programme also will put special emphasis on capacitystrenghtening of MOE to deliver different programme support and management functions, such asdesign, advocacy, and monitoring and evaluation (M&E). This will include capacity strenghtening ofrelevant MOE staff to do costings, prepare budgets, develop and write proposals, approach newpartners (e.g. through Public-Private Partnerships - PPPs), and fundraise.Closer collaboration with other units within the MOE will also create a wider uptake and sustainabilityof the Healthy Learning approach, e.g. the Healthy Learning programme will work with the SchoolInfrastructure Unit in reinforcing educational components of tree planting and safe water and sanitationinterventions, and with in-service teacher training to reach more schools with Healthy Learningmessages.The Healthy Learning programme will also continue to share experiences and lessons learned to moreschools through publications such as the Young African Express, an educational magazine forschoolchildren in East Africa focusing on health, nutrition, agriculture, environment and business skills.At the district level, Healthy Learning will strengthen capacity in monitoring and evaluation,coordination and resoure mobilization of MOE Officers in partnership with other stakeholders. TheDistrict School Health Coordination Committees established through the new National School HealthPolicy and Guidelines (2009) will provide increased opportunities to support this process.At the school level, continued capacity strengthening of teachers will ensure the infusion of HealthyLearning projects in teaching and learning activities. Communities are also closely involved to ensuresustainability of the interventions. Community level stakeholders actually play a strong role in theHealthy Learning programme, and this will be further encouraged and strengthened. In particular, theSchool Management Committees (SMC), led by the head teacher, manage the programme at schoollevel. The SMC administers and manages, at the school level, all facets of programmeimplementation, including procurement and reporting. Parents represented by the committees areresponsible for overseeing general management of the programme, which includes makingprocurement and management decisions. Parents of children benefitting from Healthy Learninggenerally provide cash or in-kind contributions to support school level expenditures.Lessons learned from the 30 Healthy Learning model schools and 8 Healthy Learning model districtsinform and will feed into national strategies and work plans through a bottom-up approach.Kenya - Multi-Year Programme 2011-2013 65/148

6.5. Implementation modalities6.5.1. Organization of the execution6.5.1.1. Organisational structure of the programmeOverall, the programme will use the structures and systems of the Ministry of Education and of theKESSP. This is important for integration of activities and outcomes (sustainability) and for wider rolloutonce the MOE-VVOB collaboration will be concluded. Programme steering is taken care ofthrough consultation and meetings with the Senior Management of MOE (at director‘s level, withEducation Secretary and Permanent Secretary). The organisational structure is illustrated in thediagram on the next page.Implementation of Healthy Learning is guided by the Team Leader of the School Health Nutrition &Meals (SHN&M) KESSP Investment Programme. He represents the programme at KESSP planningand evaluation meetings and is responsible for reporting to the KESSP secretariat.Daily implementation is the responsibility of the Healthy Learning Implementation Team. All (six) MOE(SHN&M) staff are member. Both VVOB Healthy Learning staff are member, as well as the CountryProgramme Manager who attends the main planning and evaluation meetings. The implementationteam holds regular monthly meetings. Depending on the activities, small task groups also meet inbetween. For implementation, tasks are assigned to staff of MOE (head office, district, school level),staff from other ministries, external experts and VVOB staff.In view of integration of the lessons learned in the various MOE programmes on School Health,Nutrution and Meals, VVOB staff are also involved in other stakeholder forums hosted or attended byMOE. On the one hand, these stakeholders forums are an avenue to achieve some of theprogramme‘s anticipated results, on the other hand, they also play an advisory role for theprogramme‘s implementation. These stakeholders forums will continue after the conclusion of theMOE-VVOB programme, but then without VVOB participation. MOE staff will continue to integrate thelessons learned from Healthy Learning into the SHN&M Investment Programme.The ICT Integration programme aims to improve the management structures and tools (such aspolicies, guidelines, etc) of MOE, for integration of ICT in the education system. This also requires newstructures. In 2008, at the start of Phase I, the Ministry set up the ICT Integration Team withrepresentatives of all directorates (Policy & Planning, Basic Education, Secondary and TertiaryEducation, Quality Assurance and Standards, Adult Basic Eduction) and relevant Semi AutonomousGovernment Agencies (CEMASTEA, KIE, KESI, TSC). It tasked the members with overallcoordination and harmonization of ICT Initiatives within KESSP.In the course of Phase I, the programme has been mainly implemented through this team, which ismeeting at least every two weeks. The two VVOB advisors are also member. Depending on theongoing activities, these meetings can be more frequent. Smaller task groups also meet in between.The ICT Integration team will continue to be the main implementing body (with membership expandedto other MOE agencies) in Phase II. The ICT Integration team chair reports directly to SeniorManagement. The Head of the ICT Unit is the Team Leader for the KESSP ICT InvestmentProgramme. He represents the programme at KESSP planning and evaluation meetings and isresponsible for reporting to the KESSP secretariat.For technical matters, the programme is carried by the ICT Unit. The VVOB technical advisor supportsthis team on a daily basis. It is expected that MOE will set up a new ICT for Education Unit (ICT4E)to take care of the pedagogical and didactic aspects of ICT Integration in Education. This team will besupported by the pedagogical advisor from VVOB. The combination of ICT Integration team, the (to beset up) ICT4E Unit and the ICT Unit is to be considered as the programme‘s ―Implementation team‖.Furthermore, plans are in advanced stages to set up a National ICT Innovation and Integration Center.At CEMASTEA, the programme is integrated in the institution‘s work plan and carried out by theCEMASTEA ICT Committee. The VVOB pedagogical advisor attends the weekly meetings of thisteam and offers regular support for implementation. For KESI, the VVOB advisor attends meetings ofthe ICT & Media Department, when required.Kenya - Multi-Year Programme 2011-2013 66/148

It is expected that all these structures continue to exist beyond 2013, when the VVOB input will cometo an end.Kenya - Multi-Year Programme 2011-2013 67/148

6.5.1.2. Organisational chart of VVOBA diagram of the organisational set up of VVOB Kenya, is inserted on the next page.VVOB offices are strategically located across the road from the Ministry of Education‘s Headquarters,for lack of space within the Ministry itself. However, both VVOB ICT coordinators 18 have a small officewithin the MOE ICT Unit. The ICT technical officer is also based at the ICT Unit.The ICT Education & Management Coordinator is also responsible for the result areas involvingCEMASTEA and KESI. Depending on the activities, she works from the premises of these institutions,usually one day per week (for each).All VVOB Healthy Learning officers, the Country Programme Manager and the support (administrationand accounts) officers are based at the VVOB office.The VVOB office shares the internet and intranet facilities of the MOE. Because the Ministry ofEducation has a shortage of meeting rooms, many programme related meetings are convened at theVVOB office.6.5.1.3. Human resources plan and assignmentsFunction Programme North/South FTE 2011 FTE 2012 FTE 2013Programme Manager ICT & HL North 1 1 0.63ICT Strategies & TechnicalCoordinatorICT Education &Management CoordinatorICT North 1 1 0.5ICT North 1 1 0.5ICT Technical Officer ICT South 1 0.5 0Healthy Learning Coordinator HL North 1 1 0.5Healthy Learning Officer HL South 1 1 0.5Healthy Learning Information& Communication SupportOfficerHL South 0.50 - -Administrative Officer ICT & HL South 1 1 0.63Accountant ICT & HL South 0.60 0.60 0.35Office Assistant ICT & HL South 1 1 0.5818 MOE prefers not to have external staff permanently based at its Head Office. Exceptions has been made for VVOB and DfIDTechnical Assistance staff involved in the ICT and EMIS Investment ProgrammesKenya - Multi-Year Programme 2011-2013 68/148

Organisational Structure Kenya6.5.1.4. Profiles and job descriptions VVOB staff 2011-2013See Annex 126.5.2. Description of cooperation agreement with strategic & operational partnersVVOB and the Ministry of Finance (representing the Government of Kenya) have an overall CooperationAgreement allowing VVOB to run development programmes related to education andtraining, and this for the period 2008-2013. This agreement was signed, with delay, in March 2009(attached - see Annex 13).MOE and VVOB signed the ―Concept Document for a Collaborative Programme 2008-2013‖ on 8August 2008. This was followed up with a ―Grant Financing Agreement‖ for this programme, signedbetween the Ministry of Finance and VVOB, on 29 May 2009 (attached – see Annex 13).These agreements remain valid for the second phase. This programme document and the annualoperational plans, including budgets, will be the tools used to describe and implement the programmein the period from January 2011 to June 2013.The MOE-VVOB programme agreement also formalizes the collaboration with the identifiedoperational partners within MOE. There is, therefore, no need for separate agreements orMemorandums of Understanding with institutions (such as CEMASTEA).Kenya - Multi-Year Programme 2011-2013 69/148

6.5.3. Monitoring and Evaluation6.5.3.1. ICT IntegrationThe programme has a system of regular reporting through minutes of team meetings, reports on studyvisits, training workshops etc. These outputs are used by MOE for their M&E requirements andcontribute to the halfyearly and end-of-year VVOB reports.The ICT Investment Programme Team leader, the Director KESI, the Director CEMASTEA and theChair of the ICT Integration Team are responsible for M&E and reporting to the MOE seniormanagement and to the KESSP secretariat. Their quarterly and annual reports include componentsfrom the MOE-VVOB ICT Integration programme.6.5.3.2. Healthy LearningPhase II of Healthy Learning will continue using the monitoring and evaluation system which wasalready developed in Phase I. The system includes tools for technical and financial monitoring atschool, district and national level. Monitoring data from the school and district levels feed into adatabase at national level which can generate reports for input to policy makers at national level aswell as for feedback to the model districts and the model schools. Reflection mechanisms duringmonthly team meetings and planning and reflection days also create useful lessons learned at nationallevel.In terms of sustainability and integration into other programmes, Healthy Learning will also facilitatethe development of a tool for self-evaluation at the school level. This tool will allow schools to positionthemselves on a development scale in terms of Healthy Learning which can then form a good entrypoint to develop a plan with priority actions for the school in areas related to school health andnutrition education.The programme has a system of regular reporting through minutes of team meetings, reports on fieldvisits and training workshops etc. These outputs are used by MOE for their M&E requirements andcontribute to the halfyearly and end-of-year VVOB reports.The School Health, Nutrition & Meals Investment Programme Team leader is responsible for M&E andreporting to the KESSP secretariat. His quarterly and annual reports include Healthy Learning.6.5.4. Impact evaluationSince the VVOB programme aims for integration of its outputs, outcomes and impact within thestructures, services and institutions of MOE, we should, ideally, judge the overall impact in the widercontext of KESSP. However, it might be difficult to specifically attribute ―the VVOB effect‖ at thisgeneral level. The programme mainly focuses on strengthening of the management capacity of higherand middle level cadres. VVOB is not the only MOE partner involved in capacity development.Furthermore, capacity development that is linked to change management is a long term process.In view of the decision to conclude this MOE-VVOB programme on 30 June 2013, the programme willorganize a formal evaluation towards the end of Phase II. This evaluation will build on the findings ofthe external evaluation of February 2010, which looked at the first two years of Phase I of theprogramme. Impact evaluation within the specific result areas and outcomes, and this at various levelsand target groups and beneficiaries will be easier to achieve. For example, the Healthy Learning subprogramme,will be able to assess some of its impact through the various MSc studies carried out inPhase I and II. In the ICT Integration Programme, a search towards a suitable M&E instrument tomeasure progress on ICT Integration is already underway.Whenever possible, the programme will also use other evaluation and assessment avenues, such asEMIS data analysis, e-readiness assessments. Preference will be given to existing systems withinMOE.Kenya - Multi-Year Programme 2011-2013 70/148

6.6. Synergy and complementarity with other actors6.6.1. General within KESSPDuring the development and the implementation of KESSP (I and II), there has been continuous (andstill is) very active consultation and harmonization between the bilateral donors and other developmentpartners, among each other and with the Education ministeries (MOE and MHEST). VVOB has beeninvolved from the early days (Februari 2005).As already explained in Chapter 4.2.6, both ministeries are responsible for developing operationalplans and budgets. Once the Government allocation (National Budget) is known, the developmentpartners are consulted to determine their level of input (and ―to fill the financing gap‖). All support tothe education sector has to be in line with KESSP. The Kenya Government does not request supportoutside KESSP.The development partners and the education ministeries have agreed to a number of ―PartnershipPrinciples‖ 19 . These principles are not tied to the financing modalities (pooled funding, directdisbursements, donations in kind...) of each partner. Nearly all development partners have now signedthis document. The principles agree on modalities of consultation, communication, monitoring andevaluation. Donors meet monthly as the ―Education Donor Consultative Group”. The ―pooling partners‖(DfiD, CIDA, World Bank, Unicef) have a separate ―Joint Financing Agreement‖ with the ministries.There is provision for the following mechanisms for consultation, evaluation and monitoring betweenthe partners:Jannual Joint Review Mission in October / NovemberAnnual Budget Workshop in March / AprilCommunication between the education ministeries and the ―Education Donor Consultative Group” ischaneled through the lead donors (Currently a ―troika‖ of CIDA, DfID, World Bank)Joint quarterly meeting with the EDCG chaired by one of the two Permanent SecretariesAdditional mechanisms depending on needs (e.g. ad hoc working groups; consultation of otherstakeholders such as unions, parents organisations... )Joint missions for identification, monitoring, audit, evaluation...A number of agreements have been made with regards to monitoring, review and conditionalities:The annual ―Joint Review of the Education Sector” (JRES) is organised by the ministries. Thedevelopment partners (DPs) participate and do not request for additional reviews. The DPs minimalisethe number of missions, reports etc and always make sure there is timely consulation with theministries and other partners. DPs aim to harmonize their own monitoring with GOK policy and thesector indicators. Since 2009, the EDCG also organizes an annual reflection day.During KESSP I (2005 – 2010), there have been cases of delayed disbursement of donor (pooled)funds (about 5% of the total education budget). The main reasons were usually insufficient or latefinancial reporting on the previous tranche. The Education Ministries continously explained theimportance of predictability of the donor support. It was in the end agreed that possible conditionalities- in case of KESSP principles were not adhered to – would be imposed during the following financialyear, avoiding disturbing the on-going budgetary cycle. Since July 2009, after a 102 million Ksh ( 1million Euro) fraud was detected, the pooling partners have put their funding on hold (until a fullforensic audit has been completed). There is however still ongoing dialogue to avoid stagnation ofKESSP, especially because the pooled funds are mainly earmarked for development (not for recurrentexpenditures). Pooling partners are also looking at alternative chanels of payment to the beneficiaries(schools).VVOB, through its agreement with the Ministry of Finance can make direct purchases. Its programmeis not affected by the witholding of funds by the pooling partners. Several other bi-lateral partnerscontinue to implement their programmes as well, using their own financial control mechanisms. There19 In line with “Paris Declaration on Aid Effectiveness” of March 2005Kenya - Multi-Year Programme 2011-2013 71/148

is now an awarenes among the development partners and the ministries that the control mechanisms,although in place, have to be implemented properly.6.6.2. Specific - VVOB programme 2011-2013The VVOB programme has already shown, in Phase I, that it is not an isolated intitiative. It isembedded in the structures of MOE and collaborating closely with various other actors. This approachwill be continued in Phase II.Each sub-programme will have different opportunities for synergy and complementarity, e.g.:Healthy Learning will continue to be involved in national stakeholders meetings and workshops relatedto the National School Health Policy, Sustainable School Meals Strategy (with focus on Home GrownSchool Meals), School Health and Nutrution Strategy. These forums bring together different lineministries, development partners, national and international NGOs and others.The ICT Integration Team is in charge of harmonisation and coordination of ICT initiatives withinKESSP. The VVOB programme is one of the many initiatives. At the same time, the programme alsosupports the integration team members to develop their capacity.At institutional level, the programme also shares work plans and agrees with other developmentpartners on implementation. This is particularly the case for CEMASTEA (JICA) and KESI (USAID).However, the programme encourages the partner institutions themselves to take the lead and prepareharmonized plans of work, integrating all partner input. So far, this has been a successful approach forCEMASTEA, but less so for KESI.These ―bi-lateral arrangements‖ between development partners will not be formalized. They arediscussed both at institutional level and at KESSP level.Kenya - Multi-Year Programme 2011-2013 72/148

7. Annexes - Overview7.1. Problem trees7.1.1. Overall Problem tree7.1.2. Problem tree ICT Integration7.1.3. Problem tree Healthy Learning7.2. Solutions tree7.2.1. Overall solution tree7.2.2. Solution tree ICT Integration7.2.3. Solution tree Healthy Learning7.3. Logical Frameworks7.3.1. Logical Framework ICT Integration7.3.2. Logical Framework Healthy Learning7.4. Budget tables per SO and IR per year7.5. Budget tables per objective and with the totals by cost category per year7.6. Table with indicators per SO and IR7.6.1. Table with indicators and Values – ICT Integration7.6.2. Table with indicators and Values – Healthy Learning7.7. Chronogram7.8. Alignment matrix VVOB programme with local policy7.9. Contact details of main operational partners7.10. Overview of bank accounts used in the programme7.11. Description of means available for management of the programme7.12. Profiles and job descriptions of VVOB staff 2011-20137.13. Programme AgreementsKenya - Multi-Year Programme 2011-2013 73/148

7.1. Problem trees7.1.1. Overall Problem treeKenya - Multi-Year Programme 2011-2013 74/148

7.1.2. Problem tree ICT IntegrationKenya - Multi-Year Programme 2011-2013 75/148

7.1.3. Problem tree Healthy LearningKenya - Multi-Year Programme 2011-2013 76/148

7.2. Solutions tree7.2.1. Overall solution treeKenya - Multi-Year Programme 2011-2013 77/148

7.2.2. Solution tree ICT IntegrationKenya - Multi-Year Programme 2011-2013 78/148

7.2.3. Solution tree Healthy LearningKenya - Multi-Year Programme 2011-2013 79/148

Kenya - Multi-Year Programme 2011-2013 80/1487.3. Logical Frameworks7.3.1. Logical Framework ICT IntegrationProgramme description Indicators MoV AssumptionsOverall objectiveICT Integration and Healthy Learningfor quality Education through KESSPSpecific objectiveSO:The Ministry of Education hasoperationalized a systematic,comprehensive and sustainable‗Strategy for Integration of ICT inEducation‘• All education institutions withcomputing infrastructure are ICTintegrated.• All education managers use ICT.• % increase in enrolment in targetedprimary schools disaggregated bygender.• % reduction in drop outs in targeteddistricts as result of healthinterventions disaggregated by gender.• Improved performance on KCPEdisaggregated by gender.• Availability of a reviewed NationalStrategy for Integration of ICT inEducation;• Proper M&E framework to measurelevel of ICT integration in Education isimplemented;• The Institutional Framework for ICT(=ICT unit, ICT4E, NI3C and ICTIntegration Team) is effectivelyimplemented.• KESSP M&E reports• E-readiness assessment reports• EMIS data• DEO data• KCPE results• Reviewed National Strategy-paper;• KESSP II document with eligible ICTIP;• Annual work plans and progressreports of the Investment Programme―ICT‖ and ―Capacity Building‖;• M&E framework available within MOE.Continued support for KESSP II from theGovernment of Kenya and itsdevelopment partners.• MOE commitment to ICT Integration issustained over the life of theProgramme• ICT Unit staff, ICT4E staff and ICTIntegration team members can devotesufficient time to support programmeimplementation

Kenya - Multi-Year Programme 2011-2013 81/148Programme description Indicators MoV AssumptionsIntermediate Result 1IR 1: The ICT Integration team incollaboration with the ICT Unit and ICT forEducation Division of the Ministry ofEducation coordinates, harmonizes,advises on, and supports efficient andeffective integration of ICT in basic andsecondary education at variousmanagement and implementation levels.Sub results 1SR 1.1: Strengthen the ICT Unit(technical) to deliver appropriate andquality ICT services, maintenance andsupport at MOE Headquarters andprovincial / district level(Through: Trainingcourses, on-the-job training, improvedinternal organization of the unit)Number of initiatives regarding pedagogicand didactic techniques and approachesfor use of ICT in the classroom , e-learning, digital content, etc. that arebeing initiated, coordinated, planned andsuccessfully implemented by the ICTIntegration Team and ICT for EducationDivision with other stakeholders (withinKESSP)• Modified organizational structure ofICT Unit to deliver appropriate andquality ICT services, maintenanceand support at 1) HQ and 2)provincial/district level.• Number of technical courses/trainingsand conferences/ seminars/workshops attended by each staffmember of the ICT Unit.• Number of ICT services that areimproved, expanded, planned andsuccessfully implemented by the ICTUnit• Increased number of users and theirsatisfaction at HQ andprovincial/district levels with servicesprovided by or through the ICT UnitICT Integration Team, ICT4E, ICT unitand KESSP meetings minutes andprogress/evaluation reports.• Organizational structure document forICT Unit to deliver ICT services at HQand district level. Job descriptions forstaff• ICT Unit and KESSP meeting minutesand progress /evaluation reports• Reports of training, study visits etc.• Reports on use of infrastructure andapplications at ICT Unit and HQ overall.• Yearly client satisfaction survey.• The ―I CT for Education Division‖(ICT4E) is properly set up and thenecessary resources (budget, staff)allocated as planned.• ICT Investment programme is eligiblefor KESSP pool funding and receivessufficient funding under KESSP II.For maintenance and support to districts,the mandate of ICT Unit needs to beexpanded (by setting up regionaldecentralized centers and/or coordinatingout sourcing). This is already incorporatedin the planning of KESSP II, but budgetand resources still need to be allocated.

Kenya - Multi-Year Programme 2011-2013 82/148Programme description Indicators MoV AssumptionsSR 1.2: Strengthen the ICT IntegrationTeam & ―ICTfor Education‖ Unit (ICT4E)(educational/pedagogy) to plan, developand implement appropriate ICT integratedstructures within the whole educationalsector, from HQ to school level .(Through: training courses, on-the-jobtraining, meetings, workshops,management advice)SR 1.3: Support critical technicalinstallations/infrastructure at MOE HQ,SAGA‘s and selected provinces/districtsto enable an accelerated ICT Integrationin Education process within theeducational system (through:improvement of connectivity, databases,applications, support & maintenance)• Institutional framework for ICTIntegration Team & ―ICTforEducation‖ division is fine-tuned (todeliver development; planning andimplementation of appropriate ICTintegrated structures within the wholeeducational sector.• Number of educational/pedagogycourses/trainings followed andconferences/ seminars/ workshopsattended by each member of the ICTIntegration Team and ICT4E Unit• Number of well documentedmeetings for ICT Integration Teamand ICT4E Unit.• Number of critical technicalinfrastructure and connectivityinstallations in direct support for theimplementation of the programmeresults at HQ, SAGA‘s andprovinces/districts (acceleration of theICT Integration in Education processwithin the educational system).• Number of designs, developments,installations and configurations relatedto network (LAN, WAN, Internet…)and server capacities expansion, touser applications, to systemredundancies, to data and securitymanagement and to other technicalimplementations• Institutional framework document forICT Integration Team and ICT4E Unit.• ICT Integration Team, ICT4EICT andKESSP meeting minutes andprogress/evaluation reports.• Reports of training, study visits etc.• ICT Unit design, development,installation and configurationdocuments in relation to infrastructure,connectivity, networks, servers,applications, databases, security• Work plans and meeting minutes of ICTUnit, ICT Integration Team, ICT4E Unit,KESSPThe ―ICT for Education Division‖ is set upas proposed by institutional framework(2010).ICT IP is adequately funded throughKESSP II

Kenya - Multi-Year Programme 2011-2013 83/148Programme description Indicators MoV AssumptionsSR 1.4: Support development and reviewof ICT strategies, policies, standards,guidelines and procedures by ICT Unit,ICT Integration Team and ICT forEducation Unit (Through: support andfacilitate planning and development,meetings, workshops, advice)SR 1.5: Assist and support with the set upand operational startup of the NationalICT Innovation and Integration Center(Through: support in planning/design,equipment, software, accessories,logistics, meetings, workshops,partnerships, training)• The IC Strategy of the MOE isreviewed;• One new policy has been developed;• Supportive workshops to develop orreview ICT strategies, policies,standards, guidelines and procedureshave been organized.• Information and advice desk set-upand running properly• Number of technical implementations(infrastructure, connectivity, servers,applications…)• All staff members have attended atleast onecourse/conference/seminar/workshoprelated to topic of NI3C. Number ofwell documented planning andmanagement meetings.• Well documented reports of progressmeetings;• Usage of National ICT Innovation andIntegration Center;• Education portal is implemented andhas regular contributions fromteachers (with support of Flemishorganization – KlasCement –microprojects).• Developed, reviewed and adopteddocuments on ICT strategies, policies,standards, guidelines and procedures.• ICT Integration Team, ICT4E Unit andICT Unit meeting minutes• Minutes of meetings and progress/evaluation reports• Reports of course /conference, etc.• Work plans• Meeting minutes andprogress/evaluation reports of theNational ICT Innovation andIntegration Center;• Count of number of visits andcontributions of different teachers.MOE will bring all stakeholders together.• The ICT Innovation and IntegrationCenter has been allocated thenecessary funding by the Ministry andother educational stakeholders (NGO‘s,private companies, other governmentagencies…).• The concept paper has been approvedby senior management. Set up shouldfollow immediately after plannedstakeholders‘ meeting.

Kenya - Multi-Year Programme 2011-2013 84/148Programme description Indicators MoV AssumptionsIntermediate Result 2IR 2: Managers of the Ministry ofEducation (at HQ and provincial/districtlevel) and selected SAGAs support thedevelopment and implementation ofeffective ICT Integration strategies on anongoing basis.Sub results 2SR 2.1: Support development/implementation of advanced ―ICTIntegration in Education‖ trainingprogramme for senior/middle managers atMOE HQ and adjust the programme forfuture recurrent roll out by the Ministry.(Through: training on the workplace,advice to management)SR 2.2: Support development of ―ICTIntegration in Education‖ trainingprogramme for senior/middle managers atselected provincial/district level. Assistand support implementation of theprogramme (Through: equipment,training, logistics)Intermediate Result 3IR 3: KESI supports the capacitydevelopment of School Managers (Headsof School, BOGs and SMCs) for effectiveintegration of ICT in their schools.• Number of initiatives and issueshandled in relation to ICT Integration inEducation throughout the wholesystem (from HQ to schools• Availability of advanced ―I CTIntegration in Education‖ trainingprogramme for senior/middlemanagers at MOE HQ.• Number of senior/middle managers atMOE HQ trained• Availability of advanced ―I CTIntegration in Education‖ trainingprogramme for senior/middlemanagers at provincial/district level.• Number of senior/middle managers atprovincial/district level trained• 2 KESI training modules include ICTIntegration.• KESI staff and KESI trainers use ICT in2 courses• Meeting minutes andprogress/evaluation reports• Meeting minutes• Document for advanced ― ICTIntegration in Education‖ trainingprogramme for senior/middle managersat MOE HQ• Progress / evaluation reports• Meeting minutes• Document for ―I CT Integration inEducation‖ training programme forsenior/middle managers atprovincial/district level.• Progress/evaluation reports• Progress/evaluation reportsMOE provide adequate resources inKESSP IISenior / middle level managers committedto the training programmeThe Ministry provides an adequate budgetand resources for the ―Integration inEducation‖ training programme forsenior/middle managers atprovincial/district level.KESI ICT & Media team and managementget fully engaged in the ―ICTIntegration inEducation‖ process.

Kenya - Multi-Year Programme 2011-2013 85/148Programme description Indicators MoV AssumptionsSub Results 3SR 3.1: Strengthen the capacity of theICT & Media Team of KESI to properlyimplement outcomes of the IntegrationTeam into their organization and trainingof educational managers(Through: capacity building, meetings, onthe job training and support).Intermediate Result 4IR 4: CEMASTEA supports the capacitydevelopment of secondary schoolteachers for effective use of ICT inteaching and learning through thedevelopment of minimum standards fortraining of secondary school teachers andmodels for INSET training of secondaryschool teachers.Sub Results 4SR 4.1: Support the strengthening of theICT Committee within CEMASTEA todrive the ―ICT Integration in Education‖for INSET training at the institutional level(Through: training courses; on-the-jobtraining; meetings, workshops,development of policies, strategies,standards, guidelines; managementadvice).• Number of outcomes effectivelyintegrated at KESI / in trainingprogramme• Capacity building activities attended byKESI staff• 2 KESI modules are reviewed andintegrated with ICT• ICT is integrated in at least 2 coursesdelivered by KESI• CEMASTEA training programmesinclude ICT Integration• Number of courses/trainings andconferences/ seminars/ workshopsattended by each member of the ICTCommittee CEMASTEA• Number of well documented meetingsfor ICT Committee CEMASTEA;• All members of ICT Committee (9) areengaged or have finished 1 externalcapacity building activity related to thework of the committee;• Well documented reports of progressmeetings.• Minutes of meetings• Reports of trainings, study visitsattended by KESI staff• KESI modules• Reports of training courses offered byKESI• Progress/evaluation reports• Minutes of meetings• Reports of trainings, study visits etc.attended by ICT Committee membersCEMASTEA• Developed, reviewed and adopteddocuments on ICT strategies, policies,standards, guidelines and procedures.KESI ICT & Media team gets fullyengaged in the ―ICT Integration inEducation‖ process.CEMASTEA stays committed to ICTIntegration during timespan of theprogrammeMembers of the ICT Committee have putthe activities in their individual work plans

Kenya - Multi-Year Programme 2011-2013 86/148Programme description Indicators MoV AssumptionsSR 4.2: Assist and support the process ofinfusing ―ICT Integration in Education‖ atall levels in the CEMASTEA structures(Through: training, meetings, workshops,development of ICT integrated modulesand lesson plans).SR 4.3: Assist and support developmentof a toolkit/resources for ICT Integration atClassroom level(Through: training, meetings, workshops)Intermediate Result 5IR 5: The Ministry of Education hasdeveloped a m odel for a hol istic,comprehensive and participative ―ICTIntegration" process within schools/district clusters and hasimplemented/tested it at a small scale.• 2/3 of CEMASTEA staff participate in‗in house‘ organized capacity buildingworkhops;• ICT is integrated in half of the coursematerials and regular trainingprogrammes of the staff;• ICT policy to support ICT integrationprocess at CEMASTEA is formulatedand implemented;• Collaboration with educationalinstitutions in Flanders is effectuatedto assist and support in the processof integration• Learning materials and usefulprogrammes put in database;• Learning materials and programmespiloted in various schools and adjustedif necessary;• Toolkit/resources ready for use byteachers;Availability of a blueprint for processesfor ICT Integration at school/districtlevel linking all levels of the educationsystem• Minutes of meetings• Reports of trainings, study visitsattended by CEMASTEA staff• CEMASTEA training course modules• Reports of training courses offered byCEMASTEA• MoU is signed with 1 educationalinstitution in Flanders.• Available database with learningmaterials;• Evaluation reports of piloting;• Toolkit available.• Documentation of processes ofintegration of ICT at school/district level• Documentation of lessons learnt:(reports, briefings to seniormanagers…)CEMASTEA staff remains committed toICT integration in their teaching andlearningCEMASTEA has appropriate budget forsustainability of the toolkit.• The Ministry adopts the proposed roadmap of infusing ―ICTIntegration‖ atschool/district level by involving allinvolved stakeholders (teachers, headmaster, school board, parents, districteducation officers, community).• The Ministry provides an adequatebudget and resources for developmentand implementation of the model,countrywide.

Kenya - Multi-Year Programme 2011-2013 87/148Programme description Indicators MoV AssumptionsSub Results 5SR 5.1: Assist and support the ICT4E unitand ICT Integration team with thedevelopment of a model for a holistic,comprehensive and participative ―ICTIntegration‖ process within schools/districtclusters (Through support to developpolicies &strategies, meetings,workshops, networking, partnerships,research)SR 5.2: Assist and support the ICT4E unitand ICT Integration team with theimplementation of the developed modeland processes in two districts (one or twoschools/district).(Through: multi-stakeholder approach,equipment, software, accessories,logistics, policies, meetings, workshops,training partnerships, documentation oflessons learned, and evaluation of themodel).Intermediate Result 6IR 6: ICT Programme Partners build uponorganizational practices that focus onmonitoring, documenting and sharing oflessons learned with relevantstakeholders• Holistic model to guide ―ICTIntegration‖ process withinschools/district clusters is formulated;• 2 stakeholders meetings to jointlydevelop the holistic model have beenorganized.• Number of workshops successfullyheld• Number of meetings with allstakeholders (school, district, province,MOE HQ, other partners)• Number of courses/trainings attendedby members of the community of thetwo districts and 2 school per districts(CB)• Number of technical implementationsat the two districts and 1 school perdistrict.• Number of developed ICT strategies,policies, standards, guidelines andprocedures at school/district levelLessons are documented and shared on afrequent basis• Minutes of meetings• Concept paper• Work plans and minutes of meetings• Reports of training• Technical implementation reports• Reports on M&E and lessons learned.Documented lessons learned and articlesICT4E unit is set up according toinstitutional framework;MOE supports the holistic approach.Ministry provides budget and resources tohave a good sample for model testing in anumber of schools and district clusters.Partners are committed to the ICTIntegration programme

Kenya - Multi-Year Programme 2011-2013 88/148Sub results 6Programme description Indicators MoV AssumptionsSR 6.1: Assist and support documentingand sharing of lessons learned(database, workshops, networking)SR 6.2: Support the strengthening of M&Esystems (linkages to KESSP M&E)Intermediate Result 7The programme is enabled to remainefficient, effective, relevant andsustainable by developing organizationalpractices that focus on l earning andaccountability by the cooperating partnersSub results 7SR 7.1: The programme displaysaccountability towards the variousprogramme stakeholders and the donorSR 7.2: Support effective programmeoperations• On a yearly basis one workshoprelated to lessons learned isorganized with respective partners;• Lessons learned are documented andshared with relevant stakeholders;• Number of interactions withinformation exchange (VVOB andorganizations/networks).• Number of workshops with M&Ecapacity building component• Number of workshops/meetings withM&E components (ICT IP, overallKESSP)• Reflections of VVOB – Kenya on theoutcomes/information acquired throughresult 6;• Lessons learned are inputed indevelopment of new activites/ yearplans;Evaluation (audit, feedbackpartners/donor, etc).• VVOB programme team meetingsand institutional learning.• Efficient bookkeeping, administrationand reporting• Reports, articles, publications• Communication (e-mails, meetings…)• Reports• Minutes of meetings• Documentations: reports, minutes,etc.• Indication of lessons learned in set upof new activities/year planAttendance of meetings and workshops;Secretariat of Integration team is in placeAttendance of meetings and workshopsby partnersResult 6 will generate the required outputto input the learning of VVOB• Reports and relevant documentation Useful input is solicited and given• Meetings; reports of reflections;• Bookkeeping is done on a monthlybasisInstitutional learning is properly recorded.

Kenya - Multi-Year Programme 2011-2013 89/1487.3.2. Logical Framework Healthy LearningDescription Indicators MoV AssumptionsOverall ObjectiveICT Integration and Healthy Learningfor quality Education through KESSPSpecific Objective (SO)SO: The Ministry of Education hasdeveloped and implements sustainablestrategies for an integrated ―HealthyLearning‖ approach in basic educationwith special attention to the poorest andmost vulnerable children indisadvantaged areasIntermediate Result 1 (IR 1)IR 1: Ministry of Education staff involvedin the Investment Programme ―SchoolHealth, Nutrition & Meals‖ of the KenyaEducation Sector Support Programme(KESSP) coordinates, harmonizes,advises on and supports initiativespromoting ―Healthy Learning‖.% increase in enrolment in targetedprimary schools disaggregated bygender.% reduction in drop outs in targeteddistricts as result of health interventionsdisaggregated by gender.Improved performance on KCPEdisaggregated by gender.All education institutions with computinginfrastructure are ICT integrated.All education managers use ICT.Ind SOa: Availability of a strategy for anintegrated approach on Healthy Learningat national level.Ind SOb: Level of operationalisation of astrategy for an integrated approach onHealthy Learning at national level.Ind SOc: Number of primary schoolchildren who have acquired knowledgeand skills on nutrition, healthy eating andsustainable environment.Ind IR 1a: Level of integration of HealthyLearning as an essential component ofthe Ministry of Education‘s approach toschool health, nutrition and meals by 30June 2013.KESSP M&E reportsE-readiness assessment reportsEMIS dataDEO dataKCPE resultsPolicy and strategy documentsKESSP II documentsAnnual work plans of the InvestmentProgramme ―School Health, Nutrition &Meals‖Reports from Healthy Learningmonitoring databasePolicy and strategy documentsKESSP II documentsAnnual work plans of the InvestmentProgramme ―School Health, Nutrition &Meals‖Continued support for KESSP II from theGovernment of Kenya and itsdevelopment partners.Continued support for KESSP II from theGovernment of Kenya (GoK) and itsdevelopment partners.Monitoring information made available bythe schools and the districtsContinued support for KESSP II from theGovernment of Kenya (GoK) and itsdevelopment partners.

Kenya - Multi-Year Programme 2011-2013 90/148Description Indicators MoV AssumptionsSubresults for Intermediate Result 1SR 1.1: Capacity strengthened of theMinistry of Education staff in emergingand new areas related to expansion andsustainability of Healthy Learning.SR 1.2: Capacity strengthened of Ministryof Education staff involved in theInvestment Programme ―School Health,Nutrition & Meals‖ for effective resourcecentre / library management, access andutilisation.SR 1.3: Capacity strengthened of MOE tomanage the National School Health InteragencyCommittee and advise theNational School Health TechnicalCommittee.Intermediate Result 2 (IR 2)IR 2: Schools in disadvantaged areas areapplying multi-disciplinary methods of lifeskills development for improved learning,nutrition and health to the benefit of poorand vulnerable children, their families andcommunities.Ind SR 1.1a: Availability of an updatedcapacity strengthening needs analysis forall staff of the Investment Programme―School Health, Nutrition & Meals‖.Ind SR 1.1b: Availability of a jointlydeveloped project proposal related toHealthy Learning.Ind SR 1.1c: Number of capacitystrengthening activities relevant toHealthy Learning undertaken by staff ofthe Ministry of Education.Ind SR 1.2a: Level of capacity of theMinistry of Education to effectivelymanage, access and utilize the HealthyLearning resource centre.Ind SR 1.2b: Number of relevantmaterials available in the resource centre.Ind SR 1.3a: Number of well-documentedmeetings of the Health Inter-agencyCommittee.Ind SR 1.3b: Number of well-documentedmeetings of the National School HealthTechnical Committee.Ind 2a: Number of schools applying multidisciplinarymethods for Healthy LearningUpdated report on capacity strengtheningneeds.Project proposal document.Training reports.Reports of reflection activities duringmonthly team meetings and annualreflection days.Records of resource centre use.Records of purchases and in-kinddonations to resource centre.Agenda, supporting documents andminutes of the National School HealthInter-agency Committee.Agenda, supporting documents andminutes of the National School HealthTechnical Committee.Results from monitoring reports capturedin monitoring database.Partners available for consultationsMinistry of Education staff has timeavailable for capacity strengtheningactivitiesRelevant course providers can be foundSpace allocated at the Ministry ofEducation for resource centre.Ministry of Education staff has timeavailable for on-the-job training.Commitment from senior management inthe Ministry of Education and Minisitry ofPublic Health and Sanitation tooperationalize the National School HealthPolicy and Guidelines (as approved in2009).Monitoring information made available bythe schools and the districts.

Kenya - Multi-Year Programme 2011-2013 91/148Description Indicators MoV AssumptionsSubresults for Intermediate Result 2SR 2.1: Capacity strengthened of 8model districts and 30 model schools inHealthy Learning, with a focus on impactand sustainability.SR 2.2: Relevant income-generating andlearning activities implemented in 20Healthy Learning model schoolsSR 2.3: Healthy Learning model districtsand model schools are actively sharingtheir approaches, stories, and successeswith other districts and schoolsIntermediate Result 3 (IR 3)IR 3: The Ministry of Education hasintegrated approaches and lessonslearned from Healthy Learning in teachersupport activities related to school health,nutrition and meals.Ind 2.1a: Number of school managerstrained in Healthy Learning, with a focuson impact and sustainability.Ind 2.1b: Number of different learningresources shared with the 8 modeldistricts and the 30 model schools.Ind 2.1c: Level of effectiveness of thetraining and learning activities offered forlarger impact and sustainability.Ind 2.2a: Number of Healthy Learningschools with relevant income-generatingand learning activities.Ind 2.3a: Number of Healthy Learningmodel schools inviting neighbouringschools for study visits.Ind 2.3b: Number of meetings at districtand provincial levels with HealthyLearning on the agenda.Ind 3a: Availability of Healthy Learningteacher support module.Ind 3b: Availability of a Healthy Learningassessment tool for schools.Ind 3c: Level of integration of HealthyLearning into teacher support activitiesrelated to school health, nutrition andmeals.Training reports.Evaluation documents of capacitystrengthening activities.Results from monitoring reports capturedin monitoring database.Narrative reports from exchange visits.Monitoring reports.Technical reports from Healthy Learningmodel schools.Minutes of district and provincialmeetings.Teacher support moduleDocuments and reportsRelevant Officers are available fortraining workshopsRelevant learning resources can beshared with the schools.Stable political environment.Adequate accessibility of schools.Adequate security in model districts.Monitoring information made available bythe schools and the districts.Reports on exchange visits madeavailable by the Healthy Learningdistricts.Successful micro-projects and learningactivities in Healthy Learning modelschools which can be shared with otherschools and districts.Other activities in support of teachers,school and district managers organizedoutside the Healthy Learning programme.

Kenya - Multi-Year Programme 2011-2013 92/148Description Indicators MoV AssumptionsSubresults for Intermediate Result 3SR 3.1: Healthy Learning teacher supportmodule available.SR 3.2: Use of the Healthy Learningteacher support module promoted by theMinistry of EducationSR 3.3: Set of criteria developed forassessment and ―certification‖ of HealthyLearning in schools.Intermediate Result 4 (IR4)IR 4: Healthy Learning programmepartners ensure the documentation andsharing of ―lessons learned‖ with relevantstakeholders.Subresults for Intermediate Result 4SR 4.1: Internal reflection and monitoringdone on a regular basis for strengtheningeffectiveness, efficiency and sustainabilityof the Healthy Learning programme.SR 4.2: Healthy Learning experiencesshared with other relevant programmes inand outside the countrySR 4.3: Scientific research on specificHealthy Learning issues supported.Ind 3.1a: Availability of Healthy Learningteacher support module.Ind 3.2a: Number of Healthy Learningteacher support modules produced.Ind 3.2b: Number of Healthy Learningteacher support modules distributed.Ind 3.3a: Availability of a set of criteria forassessment and ―certification‖ of HealthyLearning in schools.Ind 4a: Number of presentations on theHealthy Learning programme.Ind 4b: Number of publications on theHealthy Learning programme.Ind 4.1a: Number of Healthy Learningprogramme team meetings with internalreflection activities.Ind 4.1b: Number of reflection days onHealthy Learning.Ind 4.2a: Number of other relevantprogrammes which Healthy Learningexperiences have been shared with.Ind 4.3a: Number of research studiessupported.Ind 4.3b: Number of publications aboutthe research results.Ind 4.3c: Number of presentations aboutthe research results.Teacher support module.Order and delivery note.Distribution records.Document with set of criteria.Presentations.Publications.Minutes of meetings.Reports of reflection days.Results from monitoring reports.Adequate support from specialists in inserviceteacher training.Districts and schools remain committed towider distribution of Healthy Learningsupport module.Information on other school assessmentschemes is made available.Relevant forums available to shareHealthy Learning lessons learned.No assumptions.Reports Other relevant programmes areinterested in Healthy Learningexperiences.Research reports.Publications.Documentations: reports, minutes, etc.Indication of lessons learned in set up ofnew activities/year planSupport from local universities in guidingand supervising research.

Kenya - Multi-Year Programme 2011-2013 93/148Description Indicators MoV AssumptionsIntermediate Result 5 (IR5)IR 5: The programme is enabled toremain relevant and sustainable bydeveloping organisational practices thatfocus on learning and accountability bythe cooperating partners.Subresults for Intermediate Result 5SR 5.1: Organisational learning withinVVOB supported.Ind 5a: Number of VVOB programmeslearning from Healthy Learning and viceversa.Ind 5 b Reflections of VVOB – Kenya onthe outcomes/information acquiredthrough result 4;Ind 5 c Lessons learned inputed indevelopment of new activites/ year plans;Ind 5.1a: Number of virtual exchanges ofinformation (e.g. e-mails, articles onIntranet)Ind 5.2b: EvaluationInterviews with staff of otherprogrammes.Articles and reports.Trip report.Evaluation reportNo assumptions.No assumptions.

Kenya - Multi-Year Programme 2011-2013 94/1487.4. Budget tables per SO and IR per yearMulti-year strategySPECIFIC OBJECTIVE 1 (SO 1)Intermediate result 1 (IR 1.1)Intermediate result 2 (IR 1.2)Intermediate result 3 (IR 1.3)Intermediate result 4 (IR 1.4)Intermediate result 5 (IR 1.5)Intermediate result 6 (IR 1.6)Intermediate result 7 (IR 1.7)MULTI-YEAR PROGRAMME VVOB 2011 - 2013 (KENYA)BUDGET DISTRIBUTION BY INTERMEDIATE RESULT AND SPECIFIC OBJECTIVEName / DescriptionThe Ministry of Education has operationalized asystematic, comprehensive and sustainable „Strategy forIntegration of ICT in Education‟The ICT Integration team in collaboration with the ICT Unitand ICT for Education Division of the Ministry of Educationcoordinates, harmonizes, advises on, and supports efficientand effective integration of ICT in basic and secondaryeducation at various management and implementation levels.Managers of the Ministry of Education (at HQ andprovincial/district level) and selected SAGAs support thedevelopment and implementation of effective ICT Integrationstrategies on an ongoing basis.KESI supports the capacity development of School Managers(Heads of School, BOGs and SMCs) for effective integrationof ICT in their schools.CEMASTEA supports the capacity development of secondaryschool teachers for effective use of ICT in teaching andlearning through the development of minimum standards fortraining of secondary school teachers and models for INSETtraining of secondary school teachers.The Ministry of Education has developed a model for aholistic, comprehensive and participative ―I CT Integration"process within schools/ district clusters and hasimplemented/tested it at a small scale.ICT Programme Partners build upon organizational practicesthat focus monitoring, documentation and sharing of lessonslearned with relevant stakeholdersThe programme is enabled to remain relevant and sustainableby developing organisational practices that focus on learningand accountability by the cooperating partners.Budget (EURO)TOTAL 2011 2012 20131.403.750,00 € 621.680,56 € 452.678,97 € 329.390,47 €314.878,00 € 161.937,00 € 70.925,00 € 82.016,00 €76.500,00 € 48.000,00 € 18.000,00 € 10.500,00 €10.000,00 € 4.500,00 € 3.250,00 € 2.250,00 €92.500,00 € 35.500,00 € 29.500,00 € 27.500,00 €187.250,00 € 94.000,00 € 47.750,00 € 45.500,00 €4.500,00 € 1.500,00 € 1.500,00 € 1.500,00 €17.000,00 € 1.000,00 € 8.000,00 € 8.000,00 €Long term Personnel costs * 701.122,00 € 275.243,56 € 273.753,97 € 152.124,47 €

Kenya - Multi-Year Programme 2011-2013 95/148Multi-year strategySPECIFIC OBJECTIVE 2 (SO 2)Intermediate result 1 (IR 2.1)Intermediate result 2 (IR 2.2)Intermediate result 3 (IR 2.3)Intermediate result 4 (IR 2.4)Intermediate result 5 (IR 2.5)Name / DescriptionThe Ministry of Education has developed and implementssustainable strategies for an integrated “HealthyLearning” approach in basic education with specialattention to the poorest and most vulnerable children indisadvantaged areasMinistry of Education staff involved in the InvestmentProgramme ―School Health, Nutrition & Meals‖ of the KenyaEducation Sector Support Programme (KESSP) coordinates,harmonizes, advises on and supports initiatives promoting―Healthy Learning‖.Schools in disadvantaged areas are applying multi-disciplinarymethods of life skills development for improved learning,nutrition and health to the benefit of poor and vulnerablechildren, their families and communities.The Ministry of Education has integrated approaches andlessons learned from Healthy Learning in teacher supportactivities related to school health, nutrition and meals.Healthy Learning programme partners ensure thedocumentation and sharing of ―l essons learned‖ with relevantstakeholders.The programme is enabled to remain relevant and sustainableby developing organisational practices that focus on learningand accountability by the cooperating partners.Budget(EURO)Multi-yearstrategyName /DescriptionBudget(EURO)TOTAL 2011 2012 2013590.956,00 € 256.873,11 € 196.306,70 € 137.776,19 €44.000,00 € 20.000,00 € 10.500,00 € 13.500,00 €101.000,00 € 53.000,00 € 21.000,00 € 27.000,00 €18.000,00 € 14.000,00 € 2.000,00 € 2.000,00 €38.000,00 € 18.000,00 € 12.500,00 € 7.500,00 €54.096,70 € 18.450,00 € 18.266,89 € 17.379,81 €Long term Personnel costs * 335.859,30 € 133.423,11 € 132.039,81 € 70.396,38 €OVERALL TOTAL 1.994.706,00 € 878.553,67 € 648.985,67 € 467.166,66 €* Only long term personnel costs. 'Other' personnel costs are integrated in the budget for each result.

7.5. Budget tables per objective and with the totals by cost category per yearMULTI-YEAR PROGRAMME VVOB 2011 - 2013 (KENYA)COSTS BY CATEGORY AND BY SPECIFIC OBJECTIVEMulti-year strategyBudget provision in MYP (EURO)TOTAL 2011 2012 2013SPECIFIC OBJECTIVE 1 (SO 1) 1.403.750,00 € 621.680,56 € 452.678,97 € 329.390,47 €Investments 193.750,00 € 143.750,00 € 19.000,00 € 31.000,00 €transport equipment 0,00 € 0,00 € 0,00 € 0,00 €office equipment 33.000,00 € 25.000,00 € 4.000,00 € 4.000,00 €ICT hardware, software, systems 160.750,00 € 118.750,00 € 15.000,00 € 27.000,00 €Operations 58.878,00 € 23.687,00 € 18.925,00 € 16.266,00 €rent & rental costs 0,00 € 0,00 € 0,00 € 0,00 €transport costs (fuel, maintenance,repair, insurance…)12.500,00 € 5.000,00 € 5.000,00 € 2.500,00 €telecommunications (telephone, fax,internet, …)11.000,00 € 4.500,00 € 4.500,00 € 2.000,00 €Services and miscelaneous items 35.378,00 € 14.187,00 € 9.425,00 € 11.766,00 €Capacity development 302.000,00 € 126.000,00 € 91.000,00 € 85.000,00 €costs North 95.000,00 € 40.000,00 € 25.000,00 € 30.000,00 €costs South 207.000,00 € 86.000,00 € 66.000,00 € 55.000,00 €Missions 148.000,00 € 53.000,00 € 50.000,00 € 45.000,00 €North to South 52.000,00 € 15.000,00 € 20.000,00 € 17.000,00 €South to South + South to North 96.000,00 € 38.000,00 € 30.000,00 € 28.000,00 €Personnel cost 701.122,00 € 275.243,56 € 273.753,97 € 152.124,47 €SPECIFIC OBJECTIVE 2 (SO 2) 590.956,00 € 256.873,11 € 196.306,70 € 137.776,19 €Investments 20.500,00 € 10.000,00 € 6.500,00 € 4.000,00 €transport equipment 0,00 € 0,00 € 0,00 € 0,00 €office equipment 20.500,00 € 10.000,00 € 6.500,00 € 4.000,00 €other (to be described) 0,00 € 0,00 € 0,00 € 0,00 €Operations 129.096,70 € 63.450,00 € 42.266,89 € 23.379,81 €rent & rental costs 48.100,00 € 17.700,00 € 20.600,00 € 9.800,00 €transport costs (fuel, maintenance,repair, insurance…)43.829,81 € 20.750,00 € 12.500,00 € 10.579,81 €telecommunications (telephone, fax,internet, …)37.166,89 € 25.000,00 € 9.166,89 € 3.000,00 €other (to be described) 0,00 € 0,00 € 0,00 € 0,00 €Capacity development 95.500,00 € 48.000,00 € 12.500,00 € 35.000,00 €costs North 0,00 € 0,00 € 0,00 € 0,00 €costs South 95.500,00 € 48.000,00 € 12.500,00 € 35.000,00 €Missions 10.000,00 € 2.000,00 € 3.000,00 € 5.000,00 €North to South 6.000,00 € 0,00 € 3.000,00 € 3.000,00 €South to South + South to North 4.000,00 € 2.000,00 € 0,00 € 2.000,00 €Personnel cost 335.859,30 € 133.423,11 € 132.039,81 € 70.396,38 €Kenya - Multi-Year Programme 2011-2013 96/148

Multi-year strategyTOTAL BY COST CATEGORYBudgetprovision inMYP (EURO)TOTALMulti-yearstrategyBudgetprovision inMYP(EURO)TOTALMulti-yearstrategyInvestments 214.250,00 € 153.750,00 € 25.500,00 € 35.000,00 €transport equipment 0,00 € 0,00 € 0,00 € 0,00 €office equipment 53.500,00 € 35.000,00 € 10.500,00 € 8.000,00 €other (to be described) 160.750,00 € 118.750,00 € 15.000,00 € 27.000,00 €Operations 187.974,70 € 87.137,00 € 61.191,89 € 39.645,81 €rent & rental costs 48.100,00 € 17.700,00 € 20.600,00 € 9.800,00 €transport costs (fuel, maintenance,repair, insurance…) 56.329,81 € 25.750,00 € 17.500,00 € 13.079,81 €telecommunications (telephone, fax,internet, …) 48.166,89 € 29.500,00 € 13.666,89 € 5.000,00 €other (to be described) 35.378,00 € 14.187,00 € 9.425,00 € 11.766,00 €Capacity development 397.500,00 € 174.000,00 € 103.500,00 € 120.000,00 €costs North 95.000,00 € 40.000,00 € 25.000,00 € 30.000,00 €costs South 302.500,00 € 134.000,00 € 78.500,00 € 90.000,00 €Missions 158.000,00 € 55.000,00 € 53.000,00 € 50.000,00 €North to South 58.000,00 € 15.000,00 € 23.000,00 € 20.000,00 €South to South + South to North 100.000,00 € 40.000,00 € 30.000,00 € 30.000,00 €Personeelskosten 1.036.981,30 € 408.666,67 € 405.793,78 € 222.520,85 €OVERALL TOTAL 1.994.706,00 € 878.553,67 € 648.985,67 € 467.166,66 €Kenya - Multi-Year Programme 2011-2013 97/148

Kenya - Multi-Year Programme 2011-2013 98/1487.6. Table with indicators per SO and IR7.6.1. Table with indicators and Values – ICT IntegrationDescription Indicator Initial value (2010) End Value (30 June 2013)Overall ObjectiveICT Integration and Healthy Learningfor quality Education through KESSPSpecific objectiveThe Ministry of Education hasoperationalized a systematic,comprehensive and sustainable‗Strategy for Integration of ICT inEducation‘Enrolment in primary educationPrimary education completion ratePerformance on KPCE and KSCEEducation institutions with computinginfrastructure ICT integratedEducation managers using ICTAvailability of a reviewed NationalStrategy for Integration of ICT inEducation;Proper M&E framework to measurelevel of ICT integration in Education isimplemented;The Institutional Framework for ICT(=ICT unit, ICT4E, NI3C and ICTIntegration Team) is effectivelyimplemented.Note: KESSP ValuesNER 93% (est) 2010Primary Completion rate 92% (est2010)Mean KPCE score: 189.83 (2008)KSCE scores: 50% < D+Est. 25% of education managers at alllevels have basic ICT skills1300 (out of + 30000) schools haveICT infrasturcuture.Form 1 curriculum available in digitalform.National Strategy is in operationwithout specific pedagogicalimplementation;No proper M&E framework;Institutional framework isconceptualized.Note: KESSP II Value 2016NER approaching 100% (93% in 2012)KPCE mean > 250.5KSCE scores:

Kenya - Multi-Year Programme 2011-2013 99/148Description Indicator Initial value (2010) End Value (30 June 2013)Result 1The ICT Integration team in collaborationwith the ICT Unit and ICT for EducationDivision of the Ministry of Educationcoordinates, harmonizes, advises on, andsupports efficient and effective integrationof ICT in basic and secondary educationat various management andimplementation levels.Sub results 11.1 Strengthen the ICT Unit (technical) todeliver appropriate and quality ICTservices, maintenance and support atHQ and provincial/district levelNumber of initiatives regardingpedagogic and didactic techniquesand approaches for use of ICT in theclassroom , e-learning, digital content,etc. that are being initiated,coordinated, planned and successfullyimplemented by the ICT IntegrationTeam and ICT for Education Unit withother stakeholders (within KESSP)Modified organizational structure ofICT Unit to deliver appropriate andquality ICT services, maintenance andsupport at 1) HQ and 2)provincial/district level.Number of technical courses/trainingsand conferences/ seminars/workshops attended by each staffmember of the ICT Unit.Number of ICT services that areimproved, expanded, planned andsuccessfully implemented by the ICTUnit;Increased number of users and theirsatisfaction at HQ andprovincial/district levels with servicesprovided by or through the ICT Unit.2 programmes (Televic, ACE) in period2009-2010Only e-mail addresses provided forDEO‘sICT Unit has not provided anorganizational structure to deliver ICTservices at province/district level9 out of 12 staff members of ICT Unithave followed or are following onetechnical courses in period begin-2008to mid- 2010; one staff member hasadditionally followed a second coursein this periodDomain available, Email serviceavailable, Antivirus on networkAt least 3 initiatives startedAt least 2 database applicationsavailable up to provinces/ districtsICT Unit has provided anorganizational structure to deliver ICTservices at province/district levelAll staff members of ICT Unit havefollowed at least one technical courseand 50% at least twoAt least 3 more services are madeavailable by the ICT Unit

Kenya - Multi-Year Programme 2011-2013 100/148Description Indicator Initial value (2010) End Value (30 June 2013)1.2 Strengthen the ICT Integration Team& ―I CT for Education‖ Unit (ICT4E)(educational/pedagogy) to plan, developand implement appropriate ICT integratedstructures within the whole educationalsector, from HQ to school level1.3 Support critical technicalinstallations/infrastructure at MOE HQ,SAGA‘s and selected provinces/districtsto enable an accelerated ICT Integrationin Education process within theeducational system1.4 Support development and review ofICT strategies, policies, standards,guidelines and procedures by ICT Unit,ICT Integration Team and ICT forEducation UnitInstitutional framework for ICTIntegration Team & ―ICTfor Education‖unit is fine-tuned (to deliverdevelopment; planning andimplementation of appropriate ICTintegrated structures within the wholeeducational sector).Number of educational/pedagogycourses/trainings followed andconferences/ seminars/ workshopsattended by each member of the ICTIntegration Team and ICT4E UnitNumber of well documented meetingsfor ICT Integration Team and ICT4Eunit.Number of critical technicalinfrastructure and connectivityinstallations in direct support for theimplementation of the programmeresults at HQ, SAGA‘s andprovinces/districts (acceleration of theICT Integration in Education processwithin the educational system).Number of designs, developments,installations and configurations relatedto network (LAN, WAN, Internet…)and server capacities expansion, touser applications, to systemredundancies, to data and securitymanagement and to other technicalimplementationsThe IC Strategy of the MOE isreviewed;One new policy has been developed;Supportive workshops to develop orreview ICT strategies, policies,standards, guidelines and procedureshave been organized.Institutional framework is underdevelopment and ICT IntegrationTeam has just started to take up itstasks4 officers of 16 of ICT IntegrationTeam followed course or are followingcourses in period begin-2008 to mid-2010ICT Integration team meets regularly,but secretariat is not yet developed toprocess documented meetingdocuments1- MOE HQ:10 servers, networkswitch (4) stack for servers,2Mbps/512Kbps Internet connection,Exchange 2007 email server, ISA2008 proxy/firewall;2-CEMASTEA backbone network and1Mbps/256Kbps internet connection,no servers; 3)- KESI: no network, noservers;4- Provinces/Districts: no connectivityand services from/to MOE HQSystems: e-readiness 2007; wirelessLAN extension to DACE andKNATCOM buildingsNo ICT strategies, policies, standards,guidelines and procedures developedand reviewed in period from begin-2008 to mid-2010Institutional framework is developedand implemented; ICT IntegrationTeam and ICT4E unit are fully takingup their mandates and deliveraccordingly on ICT issuesAt least 75 % of ICT Integration Teamfollowed a courseICT Integration Team meets regularlyand has a good working secretariat fordocumentation1) MOE HQ:at least 15 servers,network switch stack for serversexpanded (7), 4Mbps/1Mbps Internetconnection, Exchange 2010 emailserver, TMG 2010 proxy/firewall; 2)CEMASTEA backbone network and1Mbps/256Kbps internet connection,at least 3 servers; 3) KESI: partialnetwork for computer laboratories, 2servers; 4) Provinces/ Districts:connectivity and services from/to MOEHQSystems: Intranet portal, at least 3more databases applicationsICT strategy of MOE is reviewed;1 new policy developed;

Kenya - Multi-Year Programme 2011-2013 101/148Description Indicator Initial value (2010) End Value (30 June 2013)1.5 Assist and support with the set upand operational startup of the NationalICT Innovation and Integration CenterResult 2Managers of the Ministry of Education (atHQ and provincial/district level) andselected SAGAs support thedevelopment and implementation ofeffective ICT Integration strategies on anongoing basisSub Results 22.1 Support development/ implementationof advanced ―ICTIntegration inEducation‖ training programme forsenior/middle managers at MOE HQ andadjust the programme for future recurrentroll out by the Ministry.2.2 Support development of ―ICTIntegration in Education‖ trainingprogramme for senior/middle managersat selected provincial/district level. Assistand support implementation of theprogrammeInformation and advice desk set-upand running properlyNumber of technical implementations(infrastructure, connectivity, servers,applications…)All staff members have attended atleast onecourse/conference/seminar/workshoprelated to topic of NI3C. Number ofwell documented planning andmanagement meetings.Well documented reports of progressmeetings;Usage of National ICT Innovation andIntegration Center;Education portal is implemented andhas regular contributions fromteachers.Number of initiatives and issueshandled in relation to ICT Integration inEducation throughout the wholesystem (from HQ to schoolsAvailability of advanced ―ICTIntegration in Education‖ trainingprogramme for senior/middlemanagers at MOE HQ.Number of senior/middle managers atMOE HQ trainedAvailability of advanced ―I CTIntegration in Education‖ trainingprogramme for senior/middlemanagers at provincial/district level.Number of senior/middle managers atprovincial/district level trainedNo information and advice deskNo technical implementationsNo courses attendedNo management meetingsIn planning, set up Q3/Q4 2010In planning, set up Q3/Q4 2010Information and advice deskAt least 3 major technicalimplementationsAll staff attended at least one course,50% attend twoRegular documented managementmeetingsNI3C is increasingly used by teachersand educational managers on a yearlybasis;Education portal has 1000 teachersenrolled who contribute theirdeveloped content.2 programmes (Televic, ACE) At least 3 initiatives startedNo programme presentNo senior managers trainedNo programme presentNo senior managers trainedAdvanced training programme presentAt least 25 senior managers trainedTraining programme presentAt least 50 senior managers trained atselected province/ district level

Kenya - Multi-Year Programme 2011-2013 102/148Description Indicator Initial value (2010) End Value (30 June 2013)Result 3KESI supports the capacity developmentof School Managers (Heads of School,BOGs and SMCs) for effective integrationof ICT in their schools.Sub Results 33.1 Strengthen the capacity of the ICT &Media Team of KESI to properlyimplement outcomes of the IntegrationTeam into their organization and trainingof educational managersResult 4CEMASTEA supports the capacitydevelopment of secondary schoolteachers for effective use of ICT inteaching and learning through thedevelopment of minimum standards fortraining of secondary school teachers andmodels for INSET training of secondaryschool teachers.Sub Results 44.1 Support the strengthening of the ICTCommittee within CEMASTEA to drivethe ―I CT Integration in Education‖ forINSET training at the institutional level2 KESI training modules include ICTIntegration.KESI staff and KESI trainers use ICTin 2 courses.Number of outcomes effectivelyintegrated at KESI / in trainingprogrammeCapacity building activities attended byKESI staff2 KESI modules are reviewed andintegrated with ICTICT is integrated in at least 2 coursesdelivered by KESICEMASTEA training programmesinclude ICT IntegrationNumber of courses/trainings followedand conferences/ seminars/workshops attended by each memberof the ICT Committee CEMASTEANumber of well documented meetingsfor ICT Committee CEMASTEA;All members of ICT Committee (9) areengaged or have finished 1 externalcapacity building activity related to thework of the committee;Well documented reports of progressmeetings.No inclusion of ICT IntegrationNo usage of ICT in course deliveryNo outcomes integrated2 staff of ICT & Media departmentattended ICDL course in period begin-2008 to mid-2010No course material reviewedICT not used for delivery of coursesNo ICT Integration in CEMASTEAtraining programmesAll members of ICT Committee (9)CEMASTEA followed ICDL Courseand 2 officers followed additional othercourses in period begin-2008 to mid-2010Meetings of ICT Committee are notstructuredNo inclusion of ICT IntegrationNo usage of ICT in course delivery50 % of outcomes integrated intraining programmeAll staff of ICT & Media departmentattended at least one training course2 KESI modules have been reviewedICT used for delivery of 2 coursesICT Integration in CEMASTEA trainingprogrammes (70 %)All members of ICT Committee (9)CEMASTEA followed at least onetraining course, 50% followed twoMeetings of ICT Committee take placeregularly and are well documented

Kenya - Multi-Year Programme 2011-2013 103/148Description Indicator Initial value (2010) End Value (30 June 2013)4.2 Assist and support the process ofinfusing ―ICT Integration in Education‖ atall levels in the CEMASTEA structures4.3 Assist and support development of atoolkit/resources for ICT Integration atClassroom levelResult 5The Ministry of Education has developeda model for a holistic, comprehensive andparticipative ―ICT Integration" processwithin schools/ district clusters and hasimplemented/tested it at a small scaleSub Results 55.1 Assist and support the ICT4E unit andICT Integration team with thedevelopment of a model for a holistic,comprehensive and participative ―ICTIntegration‖ process within schools/districtclusters2/3 of CEMASTEA staff participate in‗in house‘ organized capacity buildingworkhops;ICT is integrated in half of the coursematerials and regular trainingprogrammes of the staff;ICT policy to support ICT integrationprocess at CEMASTEA is formulatedand implemented;Collaboration with educationalinstitutions in Flanders is effectuated toassist and support in the process ofintegration (microprojects)Learning materials and usefulprogrammes put in database;Learning materials and programmespiloted in various schools and adjustedif necessary;Toolkit/resources ready for use byteachers;Availability of a blueprint for processesfor ICT Integration at school/districtlevel linking all levels of the educationsystemHolistic model to guide ―I CTIntegration‖ process withinschools/district clusters is formulated;2 stakeholders meetings to jointlydevelop the holistic model have beenorganized.All CEMASTEA staff (40+) followedICDL Course in period begin-2008 tomid-2010No course materials reviewed and ICTintegratedNo ICT strategies, policies, standards,guidelines and procedures in relationto ICT Integration developed andreviewed;No MoU with Flemish Educationalinstitution is signed.No database presentNo piloting doneNo toolkit availableNo blueprint availableNo model availableNo meetings held2/3 of CEMASTEA staff trainingcourses had additional capacitybuilding;50 % of course materials are ICTintegrated;ICT policy in place;1 MoU with Flemish institution issigned.Database presentPiloting done in at least 3 schoolsToolkit available for teachersBlueprint availableModel available2 participatory design meetings wereheld with relevant stakeholders.

Kenya - Multi-Year Programme 2011-2013 104/148Description Indicator Initial value (2010) End Value (30 June 2013)5.2 Assist and support the ICT4E unit andICT Integration team with theimplementation of the developed modeland processes in two districts (one or twoschools/district).Result 6ICT Programme Partners build uponorganizational practices that focusmonitoring, documentation and sharing oflessons learned with relevantstakeholdersSub Results 66.1 Assist and support documenting andsharing of lessons learned (database,workshops, networking)6.2 Support the strengthening of M&Esystems (linkages to KESSP M&E)Number of workshops organizedNumber of meetings with allstakeholders (school, district, province,MOE HQ, other partners)Number of courses/trainings attendedby members of the community of thetwo districts and 2 schools per districts(CB)Number of technical implementationsat the two districts and 1 school perdistrict.Number of developed ICT strategies,policies, standards, guidelines andprocedures at school/district levelLessons are documented and shared ona frequent basisOn a yearly basis one workshoprelated to lessons learned is organizedwith respective partners;Lessons learned are documented andshared with relevant stakeholders;Number of interactions withinformation exchange (VVOB andorganizations/networks).Number of workshops with M&Ecapacity building componentNumber of workshops/meetings withM&E components (ICT IP, overallKESSP)No workshops organizedNo meetings organizedNo course organizedNo technical implementationsNo developed ICT strategies, policies,standards, guidelines and proceduresat school/district levelNo workshops doneNo documents & reportsNo information exchangeNo workshops with M&E CBcomponentKESSP meeting bi-annually, ICT IP adhocAt least 4 workshops organizedRegular meetings organized anddocumentedAt least 4 courses organizedAt least two technical implementationsper districtICT strategies, policies, standards,guidelines and procedures atschool/district level developedAt least 3 workshops doneAt least 3 documents & reports doneAt least 2 information exchangeinteractionsAt least 2 workshops with M&E CBcomponent doneAt least 2 workshops/ meetings withM&E components

Kenya - Multi-Year Programme 2011-2013 105/148Description Indicator Initial value (2010) End Value (30 June 2013)Result 7The programme is enabled to remainefficient, effective, relevant andsustainable by developing organizationalpractices that focus on learning andaccountability by the cooperating partnersSub Results 77.1 The programme displaysaccountability towards the variousprogramme stakeholders and the donor7.2 Support effective programmeoperationsReflections of VVOB – Kenya on theoutcomes/information acquiredthrough result 6;Lessons learned are inputed indevelopment of new activities/ yearplans;Number of VVOB programmeslearning from ICT Integration and viceversa.Evaluation, audit, feedbackpartners/donor, etc.VVOB programme team meetings andinstitutional learning. Efficientadministration, bookkeeping andreporting1 other VVOB programme learning fromICT Integration and vice versaPhase I evaluation (yr 1&2)Average 8 full team meetings per yearCash based bookkeeping system used2 other VVOB programme learning fromHealthy Learning and vice versa.Impact evaluation Phase I & IIAt least 12 full team meetings per yearDouble entry bookkeeping systemused

Kenya - Multi-Year Programme 2011-2013 106/1487.6.2. Table with indicators and Values – Healthy LearningDescription Indicator Initial value ( 2010) End value (30 June 2013)Overall ObjectiveICT Integration and Healthy Learning for quality Educationthrough KESSPSpecific Objective (SO)SO: The Ministry of Education has developed and implementssustainable strategies for an integrated ―Healthy Learning‖ approachin basic education with special attention to the poorest and mostvulnerable children in disadvantaged areasEnrolment in primaryeducationPrimary educationcompletion ratePerformance on KPCE andKSCEEducation institutions withcomputing infrastructure ICTintegratedEducation managers usingICTInd SOa: Availability of astrategy for an integratedapproach on Healthy Learningat national level.Ind SOb: Level ofoperationalization of a strategyfor an i ntegrated approach onHealthy Learning at nationallevel.Ind SOc: Number of primaryschool children who haveacquired knowledge and skillson nutrition, healthy eating andsustainable environment.Note: KESSP ValuesNER 93% (est) 2010Primary Completion rate 92%(est 2010)Mean KPCE score: 189.83(2008)KSCE scores: 50% < D+Est. 25% of educationmanagers at all levels havebasic ICT skills1300 (out of + 30000)schools have ICTinfrasturcuture.Form 1 curriculum availablein digital form.Ind SOa: No strategy availablefor an i ntegrated approach onHealthy Learning at nationallevel.Ind SOb: No integratedapproach on Healthy Learningoperationalized at national level.Ind SOc: 25% of primary schoolchildren in 30 schools in 8districts have acquiredknowledge and skills onnutrition, healthy eating andsustainable environment.Note: KESSP II Value 2016NER approaching 100%(93% in 2012)KPCE mean > 250.5KSCE scores:

Kenya - Multi-Year Programme 2011-2013 107/148Description Indicator Initial value ( 2010) End value (30 June 2013)Intermediate Result 1 (IR 1)IR 1: Ministry of Education staff involved in the InvestmentProgramme ―School Health, Nutrition & Meals‖ of the KenyaEducation Sector Support Programme (KESSP) coordinates,harmonizes, advises on and supports initiatives promoting ―HealthyLearning‖.Subresults for Intermediate Result 1SR 1.1: Capacity strengthened of the Ministry of Education staff inemerging and new areas related to expansion and sustainability ofHealthy Learning.SR 1.2: Capacity strengthened of Ministry of Education staff involvedin the Investment Programme ―School Health, Nutrition & Meals‖ foreffective resource centre / library management, access and utilisation.Ind IR 1a: Level of integration ofHealthy Learning as anessential component of theMinistry of Education‘sapproach to school health,nutrition and meals by 30 June2013.Ind SR 1.1a: Availability of anupdated capacity strengtheningneeds analysis for all staff of theInvestment Programme ―SchoolHealth, Nutrition & Meals‖.Ind SR 1.1b: Availability of ajointly developed projectproposal related to HealthyLearning.Ind SR 1.1c: Number ofcapacity strengthening activitiesrelevant to Healthy Learningundertaken by staff of theMinistry of EducationInd SR 1.2a: Level of capacitywithin the Ministry of Educationto effectively manage, accessand utilize the Healthy Learningresource centre.Ind SR 1.2b: Number ofrelevant materials available inthe resource centre.Ind IR 1a: Healthy Learningpartly integrated in the Ministryof Education‘s approach toschool health, nutrition andmeals by 30 June 2013.Ind SR 1.1a: Updated capacitystrengthening needs analysisfor all staff of the InvestmentProgramme ―School Health,Nutrition & Meals‖ not available.Ind SR 1.1b: Availability of ajointly developed projectproposal related to HealthyLearning.Ind SR 1.1c: Ten (10) capacitystrengthening activities relevantto Healthy Learning undertakenby staff of the Ministry ofEducationInd SR 1.2a: Limited capacitywithin the Ministry of Educationto effectively manage, accessand utilize the Healthy Learningresource centre.Ind SR 1.2b: About 200relevant materials available inthe resource centre.Ind IR 1a: Healthy Learning fullyintegrated as an essentialcomponent of the Ministry ofEducation‘s approach to schoolhealth, nutrition and meals by30 June 2013.Ind SR 1.1a: Availability of anupdated capacity strengtheningneeds analysis for all staff of theInvestment Programme ―SchoolHealth, Nutrition & Meals‖.Ind SR 1.1b: Availability of ajointly developed projectproposal related to HealthyLearning.Ind SR 1.1c: At least five (5)additionalcapacitystrengthening activities relevantto Healthy Learning undertakenby staff of the Ministry ofEducationInd SR 1.2a: Adequate capacitywithin the Ministry of Educationto effectively manage, accessand utilize the Healthy Learningresource centre.Ind SR 1.2b: At least 300relevant materials available inthe resource centre.

Kenya - Multi-Year Programme 2011-2013 108/148Description Indicator Initial value ( 2010) End value (30 June 2013)SR 1.3: Capacity strengthened of MOE to manage the NationalSchool Health Inter-agency Committee and advise the NationalSchool Health Technical Committee.Intermediate Result 2 (IR 2)IR 2: Schools in disadvantaged areas are applying multi-disciplinarymethods of life skills development for improved learning, nutrition andhealth to the benefit of poor and vulnerable children, their families andcommunitiesSubresults for Intermediate Result 2 (SR 2.x)SR 2.1: Capacity strengthened of 8 model districts and 30 modelschools in Healthy Learning, with a focus on impact and sustainability.SR 2.2: Relevant income-generating and learning activitiesimplemented in 20 Healthy Learning model schools.Ind SR 1.3a: Number of welldocumentedmeetings of theHealth Inter-agency Committee.Ind SR 1.3b: Number of welldocumentedmeetings of theNational School HealthTechnical Committee.Ind 2a: Number of schoolsapplying multi-disciplinarymethods for Healthy Learning.Ind 2.1a: Number of schoolmanagers trained in HealthyLearning, with a focus on impactand sustainability.Ind 2.1b: Number of differentlearning resources shared withthe 8 model districts and the 30model schools.Ind 2.1c: Level of effectivenessof the training and learningactivities offered for largerimpact and sustainability.Ind 2.2a: Number of HealthyLearning schools with relevantincome-generating and learningactivities.Ind SR 1.3a: No welldocumentedmeetings of theHealth Inter-agency Committee.Ind SR 1.3b: No welldocumentedmeetings of theNational School HealthTechnical Committee.Ind 2a: 10 schools applyingmulti-disciplinary methods forHealthy Learning.Ind 2.1a: School managers notadequately trained on impactand sustainability.Ind 2.1b: At least 10 differentlearning resources shared withthe 8 model districts and the 30model schools.Ind 2.1c: No evaluation oftraining and learning activitiesfor larger impact andsustainability.Ind 2.2a: 10 Healthy Learningmodel schools with relevantincome-generating and learningactivities.Ind SR 1.3a: At least 1 welldocumentedmeeting of theHealth Inter-agency Committee.Ind SR 1.3b: At least 2 welldocumentedmeetings of theNational School HealthTechnical Committee.Ind 2a: 20 schools applyingmulti-disciplinary methods forHealthy Learning.Ind 2.1a: 80 officers at districtlevel and 120 school adequatelytrained on impact andsustainability.Ind 2.1b: At least 20 differentlearning resources shared withthe 8 model districts and the 30model schools.Ind 2.1c: All training andlearning activities offered forlarger impact and sustainabilityevaluated positively.Ind 2.2a: 20 Healthy Learningmodel schools with relevantincome-generating and learningactivities.

Kenya - Multi-Year Programme 2011-2013 109/148Description Indicator Initial value ( 2010) End value (30 June 2013)SR 2.3: Healthy Learning model districts and model schools areactively sharing their approaches, stories, and successes with otherdistricts and schools.Intermediate Result 3 (IR 3)IR 3: The Ministry of Education has integrated approaches andlessons learned from Healthy Learning in teacher support activitiesrelated to school health, nutrition and meals.Subresults for Intermediate Result 3 (SR 3.x)SR 3.1: Healthy Learning teacher support module available.SR 3.2: Use of the Healthy Learning teacher support modulepromoted by the Ministry of Education.SR 3.3: Set of criteria developed for assessment and ―certification‖ ofHealthy Learning in schools.Ind 2.3a: Number of HealthyLearning model schools invitingneighbouring schools for studyvisits.Ind 2.3b: Number of meetingsat district and provincial levelswith Healthy Learning on theagenda.Ind 3a: Availability of HealthyLearning teacher supportmodule.Ind 3b: Availability of a HealthyLearning assessment tool forschools.Ind 3c: Level of integration ofHealthy Learning into teachersupport activities related toschool health, nutrition andmeals.Ind 3.1a: Availability of HealthyLearning teacher supportmodule.Ind 3.2a: Number of HealthyLearning teacher supportmodules produced.Ind 3.2b: Number of HealthyLearning teacher supportmodules distributed.Ind 3.3a: Availability of a set ofcriteria for assessment and―certification‖ of HealthyLearning in schools.Ind 2.3a: Healthy Learningmodel schools are not yetinviting neighbouring schools forstudy visits.Ind 2.3b: No records availableof the number of meetings atdistrict and provincial levels withHealthy Learning on theagenda.Ind 3a: Incomplete teachersupport module available.Ind 3b: Healthy Learningassessment tool for schools notavailable.Ind 3c: Healthy Learning notintegrated into teacher supportactivities related to schoolhealth, nutrition and meals.Ind 3.1a: Incomplete teachersupport module available.Ind 3.2a: No Healthy Learningteacher support modulesproduced.Ind 3.2b: No Healthy Learningteacher support modulesdistributed.Ind 3.3a: Set of criteria forassessment and ―certification‖of Healthy Learning in schoolsnot available.Ind 2.3a: At least 10 HealthyLearning model schools haveinvited neighbouring schools forstudy visits.Ind 2.3b: At least 10 meetingshave taken place at district andprovincial levels with HealthyLearning on the agenda.Ind 3a: Complete HealthyLearning teacher supportmodule available.Ind 3b: Healthy Learningassessment tool for schoolsavailable.Ind 3c: Healthy Learningintegrated into 20% of teachersupport activities related toschool health, nutrition andmeals.Ind 3.1a: Complete HealthyLearning teacher supportmodule available.Ind 3.2a: 1,000 HealthyLearning teacher supportmodules produced.Ind 3.2b: 500 Healthy Learningteacher support modulesdistributed.Ind 3.3a: Set of criteria forassessment and ―certification‖of Healthy Learning in schoolsavailable.

Kenya - Multi-Year Programme 2011-2013 110/148Description Indicator Initial value ( 2010) End value (30 June 2013)Intermediate Result 4 (IR4)IR 4: Healthy Learning programme partners ensure thedocumentation and sharing of ―l essons learned‖ with relevantstakeholders.Subresults for Intermediate Result 4 (SR 4.x)SR 4.1: Internal reflection and monitoring done on a regular basis forstrengthening effectiveness, efficiency and sustainability of theHealthy Learning programme.SR 4.2: Healthy Learning experiences shared with other relevantprogrammes in and outside the country.Ind 4a: Number ofpresentations on the HealthyLearning programme.Ind 4b: Number of publicationson the Healthy Learningprogramme.Ind 4.1a: Number of HealthyLearning programme teammeetings with internal reflectionactivities.Ind 4.1b: Number of reflectiondays on Healthy Learning.Ind 4.2a: Number of otherrelevant programmes whichHealthy Learning experienceshave been shared with.Ind 4a: Five (5) presentationsgiven on the Healthy Learningprogramme in different forums.Ind 4b: Three (3) publicationsavailable about the HealthyLearning programme available.Ind 4.1a: Fifteen (15) HealthyLearning programme teammeetings with internal reflectionactivities.Ind 4.1b: Three (3) reflectiondays on Healthy Learning.Ind 4.2a: Number of otherrelevant programmes whichHealthy Learning experienceshave been shared with.Ind 4a: Ten (10) presentationsgiven on the Healthy Learningprogramme in different forums.Ind 4b: Six (6) publicationsavailable about the HealthyLearning programme.Ind 4.1a: At least thirty (30)Healthy Learning programmeteam meetings with internalreflection activities.Ind 4.1b: Six (6) reflection dayson Healthy Learning.Ind 4.2a: Number of otherrelevant programmes whichHealthy Learning experienceshave been shared with.

Kenya - Multi-Year Programme 2011-2013 111/148Description Indicator Initial value ( 2010) End value (30 June 2013)SR 4.3: Scientific research on specific Healthy Learning issuessupported.Intermediate Result 5 (IR5)IR 5: The programme is enabled to remain relevant and sustainableby developing organisational practices that focus on learning andaccountability by the cooperating partners.Subresults for Intermediate Result 5 (SR 5.x)SR 5.1: Organisational learning within VVOB supported.Ind 4.3a: Number of researchstudies supported.Ind 4.3b: Number ofpublications about the researchresults.Ind 4.3c: Number ofpresentations about theresearch results.Ind 5a: Number of VVOBprogrammes learning fromHealthy Learning and viceversa.Ind 5.1a: Number of virtualexchanges of information (e.g.e-mails, articles on Intranet)Ind 5.2b: Number of study visitsto VVOB partners in the Southor educational institutions inFlandersInd 4.3a: Three (3) researchstudies supported.Ind 4.3b: No publications aboutthe research results.Ind 4.3c: Three (3)presentations made about theresearch results.Ind 5a: 1 other VVOBprogramme learning fromHealthy Learning and viceversa.Ind 5.1a: At least one virtualexchange of information (e.g. e-mails, articles on Intranet) everytwo months.Ind 5.2b: No study visits toVVOB partners in the South oreducational institutions inFlandersInd 4.3a: Five (5) researchstudies supported.Ind 4.3b: At least five (5)publications about the researchresults.Ind 4.3c: Five (5) presentationsmade about the researchresults.Ind 5a: 2 other VVOBprogrammes learning fromHealthy Learning and viceversa.Ind 5.1a: At least one virutalexchange of information (e.g. e-mails, articles on Intranet) permonth.Ind 5.2b: At least one study visitto VVOB partners in the Southor educational institutions inFlanders

7.7. ChronogramMULTI YEAR PROGRAMME 2011 - 2013 OF VVOB IN KENYACHRONOGRAM OF THE MULTI YEAR PROGRAMME2011 2012 2013MULTI YEAR STRATEGYSPECIFIC OBJECTIVE 1 (SO 1)Intermediate result 1 (IR 1.1)Intermediate result 2 (IR 1.2)Intermediate result 3 (IR 1.3)Intermediate result 4 (IR 1.4)Name / Description Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec T1 T2 T3 T4 S1 S2ICT INTEGRATIONThe ICT Integration team in collaboration with theICT Unit and ICT for Education Division of theMinistry of Education coordinates, harmonizes,advises on, and supports efficient and effectiveintegration of ICT in basic and secondaryeducation at various management andimplementation levels.Managers of the Ministry of Education (at HQ andprovincial/district level) and selected SAGAssupport the development and implementation ofeffective ICT Integration strategies on an ongoingbasis.KESI supports the capacity development ofSchool Managers (Heads of School, BOGs andSMCs) for effective integration of ICT in theirschools.CEMASTEA supports the capacity development ofsecondary school teachers for effective use of ICTin teaching and learning through the developmentof minimum standards for training of secondaryschool teachers and models for INSET training ofsecondary school teachers.Intermediate result 5 (IR 1.5)Intermediate result 6 (IR 1.6)Intermediate result 7 (IR 1.7)The Ministry of Education has developed a modelfor a holistic, comprehensive and participative―ICT Integration" process within schools/ districtclusters and has implemented/tested it at a smallscale.ICT Programme Partners build uponorganizational practices that focus monitoring,documentation and sharing of lessons learnedwith relevant stakeholdersThe programme is enabled to remain relevant andsustainable by developing organisational practicesthat focus on learning and accountability by thecooperating partnersSPECIFIC OBJECTIVE 2 (SO 2)Intermediate result 1 (IR 2.1)Intermediate result 2 (IR 2.2)Intermediate result 3 (IR 2.3)Intermediate result 4 (IR 2.4)Intermediate result 5 (IR 2.5)HEALTHY LEARNINGMinistry of Education staff involved in theInvestment Programme ―School Health, Nutrition& Meals‖ of the Kenya Education Sector SupportProgramme (KESSP) coordinates, harmonizes,advises on and supports initiatives promoting―Healthy Learning‖.Schools in disadvantaged areas are applying multidisciplinarymethods of life skills development forimproved learning, nutrition and health to thebenefit of poor and vulnerable children, theirfamilies and communities.The Ministry of Education has integratedapproaches and lessons learned from HealthyLearning in teacher support activities related toschool health, nutrition and meals.Healthy Learning programme partners ensure thedocumentation and sharing of ―lessons learned‖with relevant stakeholders.The programme is enabled to remain relevant andsustainable by developing organisational practicesthat focus on learning and accountability by thecooperating partnersPlanning carrying out of activitiesPlanning achieving result / objectiveKenya - Multi-Year Programme 2011-2013 112/148

7.8. Alignment matrix VVOB programme with local policyKenya - Multi-Year Programme 2011-2013 113/148

7.9. Contact details of main operational partnersMinistry of Education (MOE)AddressPO Box 30040 – 00100 Nairobi, KenyaLocation Jogoo House B – Harambee Avenue, Nairobi 1 ste verdieping –Kamer 1025Telephone + 254 20 318581Websitewww.education.co.keContact persons for the programme:Education SecretaryMr George GodiaHead ICT UnitMr Ansom NdoriaChair ICT Integration Team Mr John Tembaes@education.go.keandoria@education.go.kejtemba@education.go.keKenya Education Staff Institute (KESI)AddressPO Box 62592 – 00200 Nairobi, KenyaLocationMasari Road, off Fourth Parklands Road, Highridge/Parklands,NairobiTelephone (T) + 254 20 3742168 / + 254 2017928Websitehttp://www.education.go.ke/KESI_Basics.htmContact persons for the programme:DirectorMrs Wanjiru KariukiHead Department ICT & Media Mr Waihigadirect_kesi_moe@yahoo.comdwaihiga@education.go.keCentre for Mathematics, Science and Technology Education in Africa (CEMASTEA)AddressPO Box 24214 – 00502, Nairobi, KenyaLocationCEMASTEA – Karen Road, NairobiTelephone (T) + 254 20 3873811 (T) + 254 20 884756Websitehttp://www.jica.go.jp/english/resources/publications/study/capacitywww.smasse-wecsa.orginfo@smasse.orgContact persons for the programme:DirectorMrs Cecila NgetichChair ICT CommitteeMr John Oyugadcemastea@education.go.kejoyuga@education.go.keKenya - Multi-Year Programme 2011-2013 114/148

School Health, Nutrition and Meals Investment Programme – Ministry of EducationAddressPO Box 30040 – 00100 Nairobi, KenyaLocationTelephone (T) + 254 20 318581Websitewww.education.co.keJogoo House B – Harambee Avenue, Nairobi 1 ste verdieping– Kamer 1034Contact persons for the programme:Team Leader Investment ProgrammeStaff member Programme School MealsHead School Health & NutritionMr Nur Guleid nurguleid@education.go.keMr Paul Mungai pmungai@education.go.keMrs Margaret Ndanyi mndanyi@education.go.keWorld Food Programme - KenyaAddressUnited Nations Compound Nairobi, KenyaLocationUnited Nations Avenue – Gigiri, NairobiTelephone (T) + 254 20 7622043 (F) + 254 20 7622263/7622588Websitewww.wfp.org/kenyaContact person for the programme:School Feeding Programme Officer Mr Charles Njeru Charles.Njeru@wfp.orgKenya - Multi-Year Programme 2011-2013 115/148

7.10. Overview of bank accounts used in the programmeNAME BANK ACCOUNT BANK CURRENCY A/C NUMBER SIGNATORIES1VVOB DGDC EMBASSY OFBELGIUMCBA Euro 6597200 - 27 ANY TWO OF:2 VVOBABOS CBAKenyaShillings6597200 - 14 Lut Laenen (Programme manager)3 VVOB KENYA OFFFICE CBA Euro 6597200 - 35Tom Vandenbosch/ NN (CoordinatorHealthy Learning)4VVOB KENYA HEALTHYLEARNINGCBA Euro 6597200 - 82Paul Van Otten (Coordinator ICTIntegration)5VVOB KENYA HEALTHYLEARNINGCBAKenyaShillings6597200 - 48Maaike Smulders (Coordinator ICTIntegration)6VVOB KENYA ICTINTEGRATIONCBA Euro 6597200 - 77 Bart Dewaele (Director General)7VVOB KENYA ICTINTEGRATIONCBAKenyaShillings6597200 - 56Bank information:COMMERCIAL BANK OF AFRICA (CBA)PO BOX 10437 - 00100 NAIROBI, KENYASWIFT /BIC : CBAKENX (IBAN not used in Kenya)Telephone: + 254 20 288400Fax:: + 254 20 2734416e-mail: iqueries@cba.co.kewww.cba.co.keKenya - Multi-Year Programme 2011-2013 116/148

7.11. Description of means available for management of the programmeOrganisation Personnel Function ResourcesVVOB Kenya Lut Laenen VVOB CountryProgramme ManagerKenyaLaptop,Photocopier/printer/scannerlaptop, projector, internetconnection,Office space with desks andcabinets for 8 staff, board room/ training room for 20 people,small meeting room for 6 people,flexible space:training/meeting/office for up to10 people.Ann MumbuaSamuel MuchiriJohn OtenyoPaul Van OttenMaaikeSmuldersSilas MaiyoAdministrative OfficerAccountantOffice assistantProgramme coordinatorICT Technical &SystemsProgramme coordinatorPedogogy &ManagementICT officerPCLaptop\ PCPCLaptopLaptopLaptopTo be recruited(start 2011)To be recruited(start Q4 2010)Programme coordinatorHealthy LearningOfficer HealthyLearningLaptopLaptopVivian NereahCommunication &Information SupportOfficer HealthyLearningLaptop, digital cameraICT UnitMinistry ofEducationAnsom Ndoria Head ICT Unit Equiped office for 15 staff withPCs, extra laptops,photocopiers, printers, projector,digital camera, equipped trainingroom with 13 seats7 ICT staff Technical supportMinistery of Education8 interns Technical supportGood network with servers,internet, PCs, two big safesKenya - Multi-Year Programme 2011-2013 117/148

Organisation Personnel Function ResourcesICT IntegrationTeamMinistry ofEducationNI 3 CMinistry ofEducationKESI – KenyaEducation StaffInstituteCEMASTEA –Centre forMathematics,Science andTechnologyEducation in AfricaStrengtheningMathematics &Scienceohn Temba& 10-12membersChair ICT IntegrationteamTeam with members from alldirectorates and various SAGAs.Laptops. Various facilities atMOETo be appointed Manager Fully equipped innovation centrefor training (expected to be setup Q4 2010)Wanjiru Kariuki Director Residential Training centre forin-service training of educationmanagers.25 professionalstaffCecilia Ngetich50 professionalstaffSpecialists in-servicetraining educationmanagersDirectorSpecialists in-servicetraining teachers maths& sciencesOffice facilities for VVOB officer.Photocopier, printers, limitedinternet, verhicles,PCs, laptops, printers, ICTtraining room with 30 seats.Residential training centre(CEMASTEA) for in-servicetraining of teachers, vehicles.Laptops, photocopiers, PCs, fullynetworked campus, internet, 30seat ICT training room, server,beamer, digital video and stillcameraJICA – JapanInternationalCooperation AgencySamuel KibeNaganumaEducation AdvisorSMASEcoordinator/advisorAdvise, networking, technicalinputAdvise, networking, technicalinputSchool Meals Unit &School Health &Nutrition UnitMinistry ofEducationNur GuleidHead School MealsProgramme, TeamLeader School Health,Nutrition & MealsOffice space for 10 staff, laptopsand PCsServers with databases SchoolMeals programme & HealthyLearning, fire proof filingcabinets, Healthy Learning Infopoint (reference centre),projector, digital camera,vehicles5 professional &2administrativestaffSpecialists schoolmeals, nutrition &healthTechnical expertise,administrative support, M&Esupport School HealthKenya - Multi-Year Programme 2011-2013 118/148

Organisation Personnel Function ResourcesMOE Districtstaff (3x8)Education and SchoolMeals field staffAdministrative and technicalsupport, M&E support.In each district: Laptop,projector, modem for internetconnection, digital camera,vehicles.World FoodProgrammeProgramme forChild DevelopmentUNICEF KenyaCharles NjeruSchool Mealscoordinator KenyaAdvice, networking, technicalinput on School MealsWairimu Muita Coordinator Kenya Advice, technical input on HomeGrown School meals, networkingJ. MbagiElias NoorEducation specialistCoordinator ChildFriendly Schools KenyaAdvice, networking, technicalinputKenya - Multi-Year Programme 2011-2013 119/148

7.12. Profiles and job descriptions VVOB staff 2011-20131. Programme Manager (Position filled – COO-N)TaskThe programme manager is responsible for the overall planning and implementation of the countryprogramme.Job descriptionDeliver and coordinate the overall policy, strategies and plans of the Kenya country programme.Ensure that the Kenya programme‘s objectives, impact, results, outputs and outcomes are achieved.Guide the Kenya country programme team in regular monitoring and evaluation activities – atstrategic and technical level.Oversee the financial management (VVOB funds) of the Kenya country programme.Ensure continuous communication on the Kenya country programme with VVOB staff in Belgium,with respect to the specific evolutions and finances.Manage the human resources of the Kenya Country programme.Strengthen the relationships of VVOB with the strategic and operational partners in Kenya.Represent VVOB in the education donor group and at forums where coordination and harmonizationbetween the operational partners and the education donor group.As a field officer, give policy development support to VVOB, being an organisation focusing on―Education for Development‖.Actively stimulate links between Kenya and Flanders through ―School Links‖ and collaborationbetween education institutions.ProfileUniversity degree (Master‘s).At least 10 years cumulative experience in relevant areas.At least 5 years experience in project/programme management (strategy development, capacitydevelopment, planning and coordination, human resources, financial administration for programmeswith an annual budget of up to 1 million euro, networking, policy development).Attune with the current trends in development cooperation.At least 5 year work experience in the South, preferably in Africa and in the development sector.Experience or knowledge of education matters is an advantage.CompetenciesExcellent skills in analysis and synthesis.Communication skills for result oriented leadership, for working as a team with colleagues in otherparts of the world, networking, diplomatic consultation and lobbying.Creative, proactive and solution/target driven approach.Able to multi-task and keen to bring tasks to conclusion.Not afraid of making decisions and hands-on management.Realistic and flexible attitude, able to cope with changing circumstances.Good verbal and written skills in Dutch and English.Kenya - Multi-Year Programme 2011-2013 120/148

2. ICT Strategies & Technical Programme Coordinator (Position filled – COO-N)TaskThe VVOB ICT Strategies & Technical Programme Coordinator will work in close collaboration with theVVOB Education & Management Programme Coordinator in planning and implementing the ―ICTIntegration in Education‖ programme. S/he will be guided by the Country Programme Manager.Job DescriptionS/he will be guided by the ―ICT Integration in Education‖ Programme Document and will have thefollowing key responsibilities:Coordinate and deliver programme strategies and plans.Operationalize and manage the programme‘s strategy for exit, handing over and sustainability.Guide the programme team in regular monitoring and evaluation activities – strategic, policy andtechnical level.Guide and steer systematically the overall capacity building process of the ICT Unit of the Ministry ofEducation, but with particular emphasis on strategic and technical capacity building.Give guidance and advice on the development and implementation of the strategic and technicalplanning of ICT Unit of the Ministry of Education.Ensure that a National Teaching and Learning Centre with all the required facilities is set up incollaboration with other stakeholders.Coordinate capacity building needs assessment.Coordinate the capacity building of senior and middle managers of the Ministry of Education andselected SAGAs to develop and implement effective ICT Integration strategies on an ongoing basis.Guide and steer systematically the overall capacity building process of the ICT Units of the selectedSAGAs (mainly KESI and SMASSE).Support the programme team in order to ensure that programme objectives are met and programmeresults achieved.Ensure continuous communication on the programme with all involved partners and stakeholders.Oversee financial management (VVOB funds) for the coordinator‘s specific duties.Oversee overall programme financial management (VVOB funds).Report to VVOB on the “ICT Integration in Education” programme.Stay up-to-date on the latest developments in ICT in Education.ProfileMaster‘s Degree or PhD Degree (preference) in ICT, Engineering or ScienceExcellent ICT skills and competencies in the following fields: management of ICT Centres/Units ineducational institutions, capacity building of ICT managers/engineers, development andimplementation of ICT strategies and policies, planning and deployment/operation of large ICTnetwork infrastructure (optical fibre, LAN/WAN) and of ICT systems (servers, user applications,databases, network management software…), development and review of curricula incorporating ICTcomponents.Wide experience in working with ICT consultants and contractors.Experience in cooperation with senior management in African educational institutions and/orministries (Kenya as an added advantage)At least 10 years experience in relevant areas.Wide experience in ICT project coordination and management.Kenya - Multi-Year Programme 2011-2013 121/148

CompetenciesAble to perform in teams with local senior and middle managers.Excellent communication and interpersonal skills.Can take targeted actions to achieve (and even exceed) objectives.Able to support colleagues to achieve good results and support them, specifically, in theirprofessional development.Skills in management of time and quality of processes (personal and of colleagues)Flexible and diplomatic.Capable of working independently and in team.Participative attitude.Creative, values integrity and able to adjust well and with respect in a different cultural environment.Good knowledge of English (spoken and written).3. ICT Management & Education Programme Coordinator (Position filled – COO-N)TaskThe Management & Education Programme Coordinator will work in close collaboration with the ICTStrategies & Technical Programme Coordinator and the Head of the ICT Education Team of the Ministryof Education of Kenya in implementing the ―ICT Integration in Education‖ programme. S/he will beguided by the Country Programme Manager.Job DescriptionHe/she will be guided by the ―ICT Integration in Education‖ Programme Document and will have thefollowing key responsibilities:Coordination and delivery of programme strategies and plans.Operationalize and manage the programme‘s strategy for exit, handing over and sustainability.Guide the programme team in regular monitoring and evaluation regarding educational andmanagement matters.Guide and coach systematically the overall capacity building process of the ICT Education Team ofthe Ministry of Education, with particular emphasis on pedagogic/didactic capacity building.Coordinate capacity building needs assessment and e-readiness survey.Coordinate the capacity building of senior and middle managers of the Ministry of Education andselected SAGAs to develop and implement effective ICT Integration strategies on an ongoing basis.Oversee that appropriate models for developing the capacity of School Managers (Heads of School,BOGs and SMCs) on effective integration of ICT into their schools have been developed, tested, andmade ready for large scale implementation.Oversee that models for pre-service and in-service teacher development that focus on how best toharness ICT to implement the curriculum have been developed, tested, and made ready for largescale implementation.Support the programme team in order to ensure that programme objectives are met and programmeresults achieved.Ensure continuous communication on the programme among all involved partners and stakeholders.Oversee financial management (VVOB funds) for the coordinator‘s specific duties.Stay up-to-date on the latest developments in ICT in Education.Kenya - Multi-Year Programme 2011-2013 122/148

ProfileMaster‘s Degree in Social Sciences (preferably Education), ICT or Economics.Experience with ―ICT for development‖ and ―ICT in Education.‖Experience in development of ICT strategies for education.Experience with sector programmes in Africa (Kenya as an added advantage).Wide experience in programme management as a coordinator.Experience in developing Capacity Building programmes.Experience in cooperation with senior management in African educational institutions and/orministries (Kenya as an added advantage).CompetenciesAble to perform in teams with local senior and middle level managers.Skills in management of time and quality of processes (personal and of colleagues).Flexible and diplomatic.Capable of working independently and in team.Participative attitude.Excellent communication and interpersonal skills.Can take targeted actions to achieve (and even exceed) objectives.Able to support colleagues to achieve good results and support them, specifically, in theirprofessional development.Creative, values integrity and able to adjust well and with respect in a different cultural environment.Good knowledge of English (spoken and written).4. ICT Officer (Position filled - COO-S)The ICT Officer will assist the ICT Coordinator (Technical & Systems) in the ―ICT Integration‖programme in close collaboration with the Ministry of Education of Kenya.JobdescriptionThe ICT Officer will report directly to the ICT Coordinator (Technical & Systems), guided by the ―ICTIntegration‖ programme document and will have the following key responsibilities:Development of website / databases and related web applications and other system applicationsFurther development of MOE websiteWork with the ICT Unit on the development of an educational web portal for schools and/or teachersWork with the ICT Unit on the further development of databases (ICT inventory, e-readiness, EMIS…)and related web applicationsPrepare documentation and/or manuals in relation to the development activitiesAny other tasks as assigned by the ICT Programme Coordinator – VVOB in line with the VVOB ―ICTIntegration in Education‖ programme document.ProfileA university degree (Bachelor) in ICT related field.Two years experience related to:Kenya - Multi-Year Programme 2011-2013 123/148

Within the context of the position, contribute to other programme activities as and when they develop.ProfileAt least a post-graduate degree in a relevant field.Minimum of ten (10) years of relevant work experience in agricultural, environmental and/or nutritioneducation, school and community development and/or school feeding programmes, of which at leastfive (5) years in a developing country context, preferably in sub-Saharan Africa, and includingsubstantial experience in project management and implementation, monitoring & evaluation andsustainability strategies.Demonstrated ability to excel in a multi-cultural team environment.Demonstrated ability to handle working relationships with senior government officials, academics andtechnical experts in multidisciplinary settings and with team members in the field.Familiar with the use of various monitoring, evaluation and research methodologies and informationsources, including electronic sources on the Internet.Excellent verbal and written communication and interpersonal skills.Flexible and diplomaticCapable of working independently and of performing in teamsExperience in good training and coaching skills and a willingness to support development of othersExperience in cooperation with senior management in African educational institutions and/orministries (Kenya as an added advantage)Can take targeted actions to achieve (and even exceed) objectives.Able to support colleagues to achieve good results and support them, specifically, in theirprofessional development.CompetenciesExcellent verbal and written communication and interpersonal skills.Good training and coaching skills and a willingness to support development of others.Flexible and diplomatic.Capable of working independently and of performing in teams.Able to support colleagues to achieve good results and support them, specifically, in theirprofessional development.Skills in management of time and quality of processes (personal and of colleagues).Participative attitude.Creative, value integrity and able to adjust well and with respect in a different cultural environment.Good knowledge of English (spoken and written).6. Programme “Associate” Healthy Learning (Position expected to be filled in September or October2010 – COO-S)TaskThe Healthy Learning Officer will assist the Healthy Learning Programme Coordinator in the ―HealthyLearning‖ programme in close collaboration with the Ministry of Education of Kenya, VVOB and theWorld Agroforestry Centre.Kenya - Multi-Year Programme 2011-2013 125/148

Job DescriptionThe Healthy Learning Officer will report directly to the Healthy Learning Coordinator, guided by the―Healthy Learning programme document‖ and will have the following key responsibilities:Contribute to the implementation of the programme‘s strategies for exit, handing over andsustainability.Contribute to the organization and implementation of consultative meetings and consultations aimedat achieving the programme objectives.Contribute to the preparation of various written outputs, e.g. summary reports, analytical notes, inputsto publications.Further establish, encourage the use of and hand over, the programme‘s repository of relevantlearning materials andAssist in the organization of capacity strengthening activities and prepare relevant training sessions.Technical backstopping, monitoring and follow-up of districts and schools involved in the ―HealthyLearning‖ programme.Contribute to the administrative and financial management of the programme.Within the context of the position, contribute to other programme activities as and when they develop.ProfileA relevant Master‘s degree (e.g Social studies, International studies, Education, Environment ...).Minimum of five (5) years of relevant work experience in agricultural, environmental and/or nutritioneducation, school and community development and/or school feeding programmes, monitoring &evaluation, project or programme management.Familiarity with the education sector in Kenya.Some experience in training needs assessment, workshop and training course organization andimplementation.CompetenciesGood analytical and problem-solving skills with ability to apply good judgement in the context ofassignments given.Ability to successfully draft/edit a variety of written reports and to articulate ideas in a clear, concisestyle.Proficiency in computer skills and use of relevant software (MS Office, Databases, Internet, etc.)Good interpersonal skills and ability to establish and maintain effective partnerships and workingrelations in multi-cultural, multi-ethnic environments with sensitivity and respect for diversity.Excellent written and oral command of English and Kiswahili.Willingness to travel within Kenya; with ability to spend time in remote areas to interact with schools,communities and local stakeholders.7. Communication and Information Support Officer Healthy Learning (Position filled- COO S)TaskThe Communication and Information Support Officer will support the VVOB Healthy LearningCoordinator in the ―Healthy Learning‖ programme implemented in close collaboration with the Ministry ofEducation of Kenya, VVOBKenya - Multi-Year Programme 2011-2013 126/148

As a VVOB employee, the Communication and Information Support Officer will be a member of theVVOB Country Programme Team and will contribute to the implementation of the overall VVOB CountryProgramme, guided by the Country Programme Manager.Job DescriptionUnder the direct supervision of the Healthy Learning Programme Coordinator and the day-to-dayguidance of the Healthy Learning Programme Officer, the (Healthy Learning) Communication andInformation Support Officer will:Set-up and help with the management of a well organized ―info point‖ and digital repository withrelevant materials on school health and nutrition, environmental education, and agricultural educationat the Kenyan Ministry of Education - including library cataloguing and classification.Assist in the identification and procurement of relevant learning materials for the ―info point‖ at theMinistry of Education, as well as for schools and districts.Draft general interest articles about aspects of the Healthy Learning programme for publication onwebsites, newsletters and brochures based on interviews and site visits.Assist in identifying relevant media channels (print/electronic) for coverage of feature stories andevents on the Healthy Learning programme.Assist with the management of the VVOB Kenya websiteAssist with the entry, management and reporting of Healthy Learning monitoring and evaluation data.Participate in monitoring activities of Healthy Learning model districts and schools.Assist with the organization and classification of relevant school and district files.Contribute to training workshops for teachers, headteachers, school management committeemembers and district officers through preparation and facilitation of relevant training sessions.Liaise with head teachers, district officers, government officials and other stakeholders whenrequired.Participate in monthly Healthy Learning programme team meetings and yearly reflection workshop.Participate in monthly VVOB Kenya staff meetings.Draft minutes and reports of meetings and workshops.Perform any other related duties in the Healthy Learning programme, as required and as assigned bythe Healthy Learning programme team.Perform any other related duties in the Kenya Programme, as required and as assigned by theCountry Programme Manager.ProfileA university degree (Bachelor) in Communication / Information Management / Library scienceJournalism.This is a position open to young graduates who are looking for a first employment opportunity.One year experience as information / communication officer related to agricultural, environmentaland/or nutrition education, school and community development and/or school feeding programmeshowever is required.Good ICT skills, including skills in use of relevant software (MS Office, Databases, Internet, Librarymanagement software, Website ...)Good written and oral command of English and Kiswahili, including some skills in public speaking andpresenting.Kenya - Multi-Year Programme 2011-2013 127/148

CompetenciesCapable of working independently on assignments and in teams with other VVOB staff andgovernment officers.Good analytical and problem-solving skills with ability to apply good judgement in the context ofassignments given.Ability to successfully draft/edit a variety of written reports and to articulate ideas in a clear, concisestyle.Good interpersonal skills and ability to establish and maintain effective partnerships and workingrelations in multi-cultural, multi-ethnic environments with sensitivity and respect for diversity.Willingness to travel within Kenya; with ability to spend time in remote areas to interact with schools,communities and local stakeholders.8. Accountant (Position filled – COO-S)The Accountant will support the VVOB programme in Kenya, by being in charge of the bookkeeping ofthe organisation, follow-up of cash flow and budgets and making sure the required documentation issubmitted timely and in good order to Head Office.As a VVOB employee, the accountant will be a member of the VVOB Country Programme Team andwill contribute to the financial implementation of the overall VVOB Country Programme. S/he will reportdirectly to the Country Programme Manager.Job DescriptionHer/his main responsibilities will be:Enter bookkeeping data in Access (cash based system) with good descriptions (2010).Enter bookkeeping data in new system (from 2011).Collect all required documentation related to bookkeeping and carry out compliance checks.Maintain list of assets.Apply for and follow up VAT refunds.Prepare monthly cash and bank reconciliations for all accounts.Follow up monthly budgeting and provisions on bank accounts.Maintain daily cash flow (petty cash and bank) overviews in excel.Prepare financial analyses of the various allocated budgets.Manage payroll: Calculating, preparing documentation, making payment for NSSF, NHIF, PAYEcontributions, prepare salary payment instructions.Prepare monthly and end-of-year income/expenditure statements.Prepare for and assist with audit (local and from financiers).Prepare regular analysis and documentation for partner ministries.ProfileQualifications CPA level IVMinimum of three (3) years (36 months) relevant work experience.Experience in (international) NGO sector is an advantage.Conversant with double entry bookkeeping.Kenya - Multi-Year Programme 2011-2013 128/148

Proficiency in computer applications and use of relevant software: MS Office (especially excel,ACCESS, word), electronic bookkeeping, internet applications.Experience with internet banking is an added advantage.Conversant with PAYE and payroll management.Conversant with withholding tax, VAT claims.Good written and oral command of English and Kiswahili.CompetenciesGood analytical and problem-solving skills with ability to apply good judgement in the context ofassignments given.Ability to judge and to assure adherence to sets of specific guidelines for financial management andreporting.Ability to successfully produce a variety of financial reports.Good planning and organisational skills.Ability to work for long hours with minimal supervisionResponsible, result orientated and able to meet deadlines.Flexible, able to offer alternative ideas and solutions.Keen on acquiring new skills, self development.Capable of working independently and in teams with other VVOB staff and government senior andmiddle level managers.Confident.Good interpersonal skills and ability to establish and maintain effective partnerships and workingrelations in multi-cultural, multi-ethnic environments with sensitivity and respect for diversity.9. Administrative Officer (position filled – COO-S)TaskThe Administrative Officer will support the VVOB programme in Kenya, by being responsible for theoverall secretariat, office administration and related communication. The officer will also give secretarialand administrative support to the various sub-programmes.As a VVOB employee, the Administrative Officer will be a member of the VVOB Country ProgrammeTeam and will contribute to the implementation of the overall VVOB Country Programme. S/he willreport directly to the Country Programme Manager.Job DescriptionHer/his main responsibilities will be:Ensure required documentation (administrative and financial) is collected and submitted timely and ingood order to Head Office (in Belgium).Assisting programme officers in contacting VVOB partners, collecting information, follow-up bytelephone or correspondence.Writing general office correspondence, letters and e-mail.Keeping office files and documentation up to date and in order.Being the focal point in procurement processesKenya - Multi-Year Programme 2011-2013 129/148

Supporting the accountant: following up of funds application files from the different programmecomponentsMake petty cash payments and keep records and reconciliations, accordingly.Assisting with expenditure analysis and documentation for partner ministries.Giving logistical support for in-country and international missionsArranging for delivery & collection of mail and documents.Communicating internally with the programme team on administrative and general office matters.Minuting and reporting during VVOB meetings and other activities, when required.Assisting with the personnel administration.Assisting with staff induction and end-of-contract matters.ProfileHigher Diploma in Secretarial Management / Business Management and a minimum of three (3)years (36 months) relevant work experienceOr Diploma (2 year study) in Secretarial Studies / Business Administration and a minimum of five (5)years (60 months) relevant work experience.Or Certificate in Secretarial Studies / Business Administration and a minimum of seven (7) years (92)months relevant work experienceProficiency in computer applications: MS Office: good command of Word and Excel is required,knowledge of Access and Power Point is an advantage.Experience with other internet and software applications (eg skype, picture management) is anadvantage.Basic knowledge of bookkeeping.Good written and oral command of English and Kiswahili.Experience in (international) NGO sector is an advantage.CompetenciesAnalytical and problem-solving skills with ability to apply good judgement in the context ofassignments given.Ability to judge and to assure adherence to sets of specific guidelines for administrative and financialmanagement.Ability to successfully produce a variety of small reports.Good planning and organisational skills.Responsible, result orientated and able to meet deadlines.Flexible, able to offer alternative ideas and solutions.Keen on acquiring new skills, self development.Capable of working independently and in teams with other VVOB staff and government senior andmiddle level managers.Confident.Excellent telephone communication skills.Ability to develop and maintain networks.Good interpersonal skills and ability to establish and maintain effective partnerships and workingrelations in multi-cultural, multi-ethnic environments with sensitivity and respect for diversity.Kenya - Multi-Year Programme 2011-2013 130/148

10. Office assistant/ Messenger (Position filled – COO-S)The Office Assistant / Messenger will support the VVOB programme in Kenya, giving support to theoverall secretariat, office administration and related communication. The officer will also give supportsupport to the various sub-programmes.As a VVOB employee, the Office Assistant / Messenger will be a member of the VVOB CountryProgramme Team and will contribute to the implementation of the overall VVOB Country Programme.S/he will report directly to the Country Programme Manager.TasksDocument handling, including: photocopying, scanning, sorting and binding, filing etc.Preparing materials for external meetings and workshops (stationery, equipment)Assisting at meetings / workshops (in-house and external) with registration, documentation,photocopying etc.Carry out computer assignments, including: Updating contact list, copying CDs/DVDs, internet searchetc.Making and receiving telephone calls, when required.Deliver and collect documents at various offices around Nairobi.Pay utility bills.Deposit cheques / cash at various banks.Post and collect letters and parcels at post office.Purchase small office supplies.General office cleaning, on a daily basis.Preparing rooms for in-house meetings.ProfileKenya Certificate of Secondary Education.At least three years experience in similar position.Experience in (international) NGO sector is an advantage.Basic skills in computer applications (MS Office, e-mail, internet ) is an added advantage.Good oral and written command of English and Kiswahili.CompetenciesGood planning and organisational skills.Responsible, result orientated and able to meet deadlines.Flexible, able to offer alternative ideas and solutions.Keen on acquiring new skills, self development.Capable of working independently and in teams with other VVOB staff.Confident.Good telephone communication skills.Good interpersonal skills and ability to establish and maintain effective working relations in multicultural,multi-ethnic environments with sensitivity and respect for diversity.Kenya - Multi-Year Programme 2011-2013 131/148

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