Kenya Multi-Year Programme 2011-2013 - VVOB

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ICT Integration Team, as cross cutting body within the Ministry is operational and increasinglyrecognised within MOE and by MOE partners, to be the handling and advising body for ICTIntegration related topics;Lines to the Senor Management are short. There is direct communication from Integration Team toEducation Secretary / Permanent Secretary;Institutional Framework for ICT Integration within MOE is approved by Senior Management(awaiting implementation):In addition to the ICT Unit (technical), the Ministry will have a unit seeing to thepedagogical/didactical side of ICT Integration (ICT4E Unit);National ICT Innovation and Integration Centre(NI 3 C)MOE staff is trained on the job on ICT skills and ICT Integration Concept, therefore have betterunderstanding of demands for ICT Integration;CEMASTEA Board of Governors, management and training staff have a p ositive commitment toICT Integration in their own training programme and are eager to roll out ICT Integration to teachersthrough their INSET programme;CEMASTEA is pro-active on Integration of ICT in Teaching and Learning and is therefore, one ofthe drivers of the programme;The MOE-VVOB programme has a holistic approach to focus on the HQ (managers), managers(BOGs / SMCs) of schools and training institutes (KESI) and INSET training of teachers(CEMASTEA), to ensure all levels are brought on board with the same speed;VVOB is visible within the Ministries HQ and with senior management as a supportive partner whenit comes to integration of ICT in Education;Weaknesses (Attributes of the programme unfavourable to achieving the objective)Insufficient M&E structures in place to monitor the process of ICT Integration in Education sector;Inadequate connectivity at district level, inhibiting flow of information and communication;Insufficient communication strategies at MOE, in general;Limited use of gathered data for continuous improvement of (ICT) programmes;ICT Integration team are members not (July 2010) formally appointed (and thus relieved from othertasks), resulting in shortage of time to deal with all issues;Involvement of KESI staff (management , ICT and Media department) in ICT Integration Programmeis low (due to overload of work and lack of know how);KESI staff have a m ore administrative role in the institute, rather than being involved indevelopment and training of managers (trainers are hired externally).Opportunities (External conditions helpful to achieving the objective)New Institutional Framework is ready (July 2010) to be implemented: ICT4E unit, NI 3 C, forincreased and efficient collabortion with ICT Unit and ICT Integration Team;Data from Districts are increasingly better collected and stored;Pro-active and progressive approach of CEMASTEA for the development of material and policiescan be harnessed to have a spin off at National level;Integration Team can be formally expanded with members of other relevant SAGA‘s (KenyaInstitute for Special Education, Teachers‘ Service Commission, and others...);Model ICT Integration in a number of districts and some schools to see from grassroots up, whichplayers are involved and which structures need to be put into place to drive ICT integration in theclassroom;ICT for education is an important element for many donors and for the country itself: opening newsources of funding, partnerships ... ;Threats (External conditions unfavourable to achieving the objective)Loss of support to ICT Integration Programme due to transfer of staff;Duplication of efforts due to poor communication;Interns (attached to the ICT Unit for a few months at a time) carry out a lot of the tasks of theMinistry‘s ICT Unit staff, which can lead to bad image of ICT Unit within the Ministry, lack ofconsistency, insufficient capacity of the Unit, etc.;Kenya - Multi-Year Programme 2011-2013 34/148
Complex nature of ICT Integration in Education. There is need to have all stakeholders work in thesame direction;High cost of ICT Integration is a risk to sustainability and asks for transparency;Since the MOE-VVOB collaboration is expected not to go beyond June 2013, it is important todevelop a feasible plan for handing over and sustainability.6.3.2.2. For Healthy LearningSWOT of the Investment Programme on School Health, Nutrition and MealsStrengths (Attributes of the organization helpful to achieving the objective)The Investment Programme on School Health, Nutrition and Meals is one of the most importantInvestment Programmes in KESSP in terms of budget and focus on marginalised and vulnerablechildren in primary schools.Positive government commitment to school meals programmes.Staff of the SHNM IP is very committed, and conversant with some of the new developments inschool health, nutrition and meals.Designated staff at the school and district levels.Enhanced collaboration with current and new partners, other ministries and private sectorWeaknesses (Attributes of the organization unfavourable to achieving the objective)Inadequate internet connectivity at the district and school level hinders optimal communication.Inadequate number of staff at headquarters and at district levels (particularly in newly createddistricts).Poor communication strategies at the Ministry of Education, in general.Limited use of monitoring data at all levels (school, district, and national) for continuousimprovement of programmes.There is need for improved transparency and information sharing within the school system andbetween the schools and communities.Opportunities (External conditions helpful to achieving the objective)Renewed interest in school meals by development partners such as World Bank.Clear opportunity for collaboration and the engagement from all key partners in Kenya.The National School Health Policy and Guidelines, produced jointly by the Ministry of Education andthe Ministry of Public Health and Sanitation, was launched in 2009.Threats (External conditions unfavourable to achieving the objective)Insufficient funds to carry out plans of work.Transfers of teachers and education managers.No comprehensive in-service teacher training programme in place.Poor infrastructure, insecurity in remote areas of the country.High dependency of some schools on external support.Governance issues.6.4. Programme description and analysis6.4.1. Overall objectiveThe overall objective of the programme is:“ICT Integration and Healthy Learning for quality Education through KESSP”Kenya - Multi-Year Programme 2011-2013 35/148
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
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Page 17 and 18: 3.3. Most important challenges3.3.1
Page 19 and 20: School principals have little or no
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Page 45 and 46: Result 2Managers of the Ministry of
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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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Kenya Multi-Year Programme 2011-2013 - VVOB

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