Kenya Multi-Year Programme 2011-2013 - VVOB

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