Kenya Multi-Year Programme 2011-2013 - VVOB

More documents

Recommendations

Info

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
Page 5 and 6: Table of Content0. Introduction ___
Page 7 and 8: 7.6.2. Table with indicators and Va
Page 9 and 10: 1. Overview of the country1.1. Prof
Page 11: 1.3.2. International relationsKenya
Page 15 and 16: During the violent post-election pe
Page 17 and 18: 3.3. Most important challenges3.3.1
Page 19 and 20: School principals have little or no
Page 21: 4.2. Short presentation and analysi
Page 25 and 26: mail communication between MOE offi
Page 27 and 28: effective. The programme aims to dr
Page 29 and 30: achievements of the sector in detai
Page 31 and 32: Pillar/Component Objective Performa
Page 33 and 34: 6.3. Selection criteria and motivat
Page 35 and 36: Complex nature of ICT Integration i
Page 37 and 38: eform, it generally increases the c
Page 39 and 40: Kenya - Multi-Year Programme 2011-2
Page 41 and 42: Other StakeholdersRefers to those p
Page 43 and 44: structures and ICT services that ar
Page 45 and 46: Result 2Managers of the Ministry of
Page 47 and 48: In the first phase a beginning was
Page 49 and 50: 6.4.2.6. Description of the general
Page 51 and 52: RISK ASSESSMENT RISK MANAGEMENT MON
Page 55 and 56: 6.4.3. Healthy Learning6.4.3.1. Spe
Page 57 and 58: have increased skills, knowledge an
Page 59 and 60: Subresult 2.3Healthy Learning model
Page 61 and 62: Launching of a Call for research pr
Page 65 and 66: (IR 2 and IR 3) where Healthy Learn
Page 67 and 68: It is expected that all these struc
Page 69 and 70: Organisational Structure Kenya6.5.1
Page 71 and 72: 6.6. Synergy and complementarity wi
Page 73 and 74:
7. Annexes - Overview7.1. Problem t
Page 75 and 76:
7.1.2. Problem tree ICT Integration
Page 77 and 78:
7.2. Solutions tree7.2.1. Overall s
Page 79 and 80:
7.2.3. Solution tree Healthy Learni
Page 81 and 82:
Kenya - Multi-Year Programme 2011-2
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Multi-year strategyTOTAL BY COST CA
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
7.8. Alignment matrix VVOB programm
Page 115 and 116:
School Health, Nutrition and Meals
Page 117 and 118:
7.11. Description of means availabl
Page 119 and 120:
Organisation Personnel Function Res
Page 121 and 122:
2. ICT Strategies & Technical Progr
Page 123:
ProfileMaster‘s Degree in Social
Page 126 and 127:
Job DescriptionThe Healthy Learning
Page 128 and 129:
CompetenciesCapable of working inde
Page 130 and 131:
Supporting the accountant: followin
Page 132 and 133:
7.13. Programme AgreementsKenya - M
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
show all

Kenya Multi-Year Programme 2011-2013 - VVOB

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?