Kenya Multi-Year Programme 2011-2013 - VVOB

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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
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 and 22: 4.2. Short presentation and analysi
Page 23: where the project was implemented.
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
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Page 35 and 36: Complex nature of ICT Integration i
Page 37 and 38: eform, it generally increases the c
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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
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Page 51 and 52: RISK ASSESSMENT RISK MANAGEMENT MON
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Page 57 and 58: have increased skills, knowledge an
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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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