Kenya Multi-Year Programme 2011-2013 - VVOB

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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
Page 5 and 6: Table of Content0. Introduction ___
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Page 9 and 10: 1. Overview of the country1.1. Prof
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Page 45 and 46: Result 2Managers of the Ministry of
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6.6. Synergy and complementarity wi
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7. Annexes - Overview7.1. Problem t
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7.1.2. Problem tree ICT Integration
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7.2. Solutions tree7.2.1. Overall s
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7.2.3. Solution tree Healthy Learni
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Multi-year strategyTOTAL BY COST CA
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7.8. Alignment matrix VVOB programm
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School Health, Nutrition and Meals
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7.11. Description of means availabl
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Organisation Personnel Function Res
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2. ICT Strategies & Technical Progr
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ProfileMaster‘s Degree in Social
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Job DescriptionThe Healthy Learning
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CompetenciesCapable of working inde
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Supporting the accountant: followin
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7.13. Programme AgreementsKenya - M
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Kenya Multi-Year Programme 2011-2013 - VVOB

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