Kenya Multi-Year Programme 2011-2013 - VVOB

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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
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 and 24: where the project was implemented.
Page 25: mail communication between MOE offi
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
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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
Page 47 and 48: In the first phase a beginning was
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Page 57 and 58: have increased skills, knowledge an
Page 59 and 60: Subresult 2.3Healthy Learning model
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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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