Kenya Multi-Year Programme 2011-2013 - VVOB

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6.4.2.3. Description of target groups (direct/indirect)The model pictured above shows that the ICT integration in Education programme will benefit severalspecific target groups, directly and indirectly. By strengthening their capacity, ICT Integration ineducation will finally reach the classroom. These groups are (among others):a) Direct benificiariesSenior Managers - Ministry of EducationHigh level en Medium level Managers in the Ministry and Provinces/Districts, who are getting (one onone) training based on their needs, as part of awareness raising and capacity building regarding ICTIntegration and developing strategies to enhance the integration.ICT Integration TeamCross cutting body within the Ministry of Education and it‘s respective SAGA‘s, that sees to thecoordination and harmonisation of all ICT initiatives within the Ministry of Education and advices theManagement accordingly.ICT UnitTechnical unit that sets up and maintains the technical infrastructure within the Ministry. The unit has15 officers and some interns and is headed by the Head of ICT.ICT for Education (ICT4E) UnitUnit to oversee initiation, coordination, propagation, setting standards and controlling quality for ICTintegration activities in education, with a pedagogical focus. At the set up of the unit four people will beworking in the unit.National ICT Innovation and Integration Centre (NI 3 C)Centre that will demonstrate and test pedagogic-didactic aspects of ICT integration beforedissemination to teachers, students, education institutions and others;KESI ICT & Media DepartmentDepartment within the Kenyan Education Staff Institute that is tasked with the support andmaintenance of the technical infrastructure and with the (didactical) integration of ICT in the trainingprogrammes of KESI.CEMASTEA ICT CommitteeCommittee of 9 people from the different departments and the administration of CEMASTEA that setsthe path for ICT integration in the institution (awareness raising, involved in technical roll out, writingICT policy, advocating integration of ICT in teaching of staff, etc.).District Education OfficersOfficers in the educational field who oversee and provide support to the different schools in theirdistricts. The districts are the link between the schools and the Ministry Headquarters for data gettogetherand information sharing, quality assurance, monitoring and evaluation. The district educationofficers will receive training on ICT Integration through the programme.Teachers at selected schoolsTeachers who work in the selected model schools and who are involved in the holistic approachtowards ICT integration in education.b) Indirect benificiariesOther Teachers/educational managersOther teachers working in the selected model schools, or teachers that are being trained byCEMASTEA or KESI.Kenya - Multi-Year Programme 2011-2013 40/148
Other StakeholdersRefers to those people who are involved in the holistic approach to roll out ICT to classroom level.LearnersThis group is the ultimate beneficiary of the whole programme. Improvement of the teaching and thelearning of the learners is what the programme is all about.6.4.2.4. Analysis of the strategyThe chosen strategy of supporting capacity strengthening at different levels (Ministry,educationalmanagement (KESI) and teachers (CEMASTEA)) was found to be effective in Phase I ofthe ICT Integration programme. The approach comes close to a holistic way of working towardsintegration of ICT. It enables not only to work on infrastructure, but at the same time work onformulating a vision on ICT Integration, building expertise (e.g. teacher professional development),formulating digital learning content and build capacity for good leadership (based on the ‗four inbalance model‘).Moreover, the intervention strategy is supported by national policies and strategies, which helps ingetting support from senior management.A detailed analysis of the strategy per result area is given below.Result 1(*) from 2008-2010 will not be continued:(*) The capacity needs and requirements of all groups of key players involved in ICT Integration havebeen successfully assessed and processes established to enable this Needs Assessment to berepeated regularly, linked to the review of e-readiness at school level.This result will not be retained for Phase II (2011-2013). The capacity needs and requirements of allkey stakeholders are much clearer since the setup of the ICT Integration Team and addressing theneeds is already partly incorporated in KESSP II (2010/2011-2015) planning. After the e-readinesssurvey of 2007 an updated e-readiness survey is planned for the second half of 2010, after which theMinistry should be in a position to repeat such surveys on a regular base on its own.Result 1The ICT Integration team in collaboration with the ICT Unit and ICT for Education Unit (ICT4E) of theMinistry of Education coordinates, harmonizes, advises on, and supports efficient and effectiveintegration of ICT in basic and secondary education at various management and implementationlevels.As in most organizations the human potential is one of the most valuable assets in creating addedvalue and with the ICT integration process by nature very complex and difficult, it is clear that buildingappropriate capacity is the most important factor for success. The capacity building process will be onthe level of the individual staff members of the ICT Integration Team, on the level of the ICTIntegration Team itself to implement as a team its core functionalities (educational, strategic andtechnical) and on its operation within the larger context of MOE. Better coordination, development andplanning capacity with proper budgets and work plans will advance the ICT integration in educationagenda substantially. The capacity building process will focus on three main levels, i.e. individual(HRD), organizational (OD) and institutional (ID), which all need to be strengthened for a successfulICT Integration in EducationFurther attention will be on the acquisition and deployment of ICT structures (connectivity, networks,servers, application software, etc) critical for the proper internal working and functioning of the ICTUnit and its delivery of services to MOE HQ and provincial/district offices. The main aim is here tosupport the capacity building processes as mentioned above. Reliable systems need to be available toenhance usage of all kind of collaboration tools between all levels within the educational sector.Kenya - Multi-Year Programme 2011-2013 41/148
Page 5 and 6: Table of Content0. Introduction ___
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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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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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