Kenya Multi-Year Programme 2011-2013 - VVOB

districts to strengthen their role in providing children with integrated life skills that relate to he alth,nutrition, care of the environment… Example setting on how to dispose of waste, use of scarce water,the nutritional value of the school meals, how activities such as growth monitoring are linked tolearning… Schools become resource centres for the community, parents can become involved as―experts‖ on traditional dishes etc. (not clear, could be reformulated...The Ministry of Education and other stakeholders, including Healthy Learning, have also initiated andencouraged schools to set up micro projects such as beekeeping, goat rearing, school vegetablegardens, fruit tree orchards, water harvesting… to supplement the school meals (directly or indirectly).The Ministry of Education continues to run school meals programmes in Arid and Semi Arid Land(ASAL) regions. MOE, with support from the Government and development partners, is encouragingsustainable and integrated alternatives to the current school meals approach – that also increase thehealth and nutritional status of children. One such alternative approach Home Grown School Meals(HGSM) programme, whereby food is purchased from local markets or farmers near the schools, wasintroduced in a number of schools in 2009. Funds are directly transferred to the schools by theMinistry of Education. Lessons learned from Phase I of Healthy Learning have already proven veryvaluable for the further development and future roll out of the HGSM programme.Subresult 2.1Capacity strengthened of 8 model districts and 30 model schools in Healthy Learning, with a focus onimpact and sustainability.The experiences of the first phase of Healthy Learning will be deepened, through further support andcapacity development of the 30 schools in 8 districts. They will become ―model‖ schools and districtsand will be setting examples for others through, a.o.:Officers at district level and school managers attending workshops with sessions on learningaspects, curriculum links, proposal development, and fundraising.Schools acquiring and using relevant learning resources in support of Healthy Learning.Sharing the knowledge and skills gained with more stakeholders in the model districts and modelschools, as well as with parents, School Management Committees (SMCs) and the widercommunity.The programme will organise training, follow-up activities etc to further develop managerial skills of theschool and district managers. For teachers, training will be organised to increase their didactic andpedagogic skills to integrate ―project‖ activities into normal teaching, to implement the curriculum.Some capacity strengthening activities will bring staff from the schools in the same or from otherdistricts together. Some activities will be school based. Efforts will be made to use distance learningand e-learning, and integrate ICT in the capacity strengthening activities (linking with the ICTIntegration sub-programme) and for sharing of experiences, monitoring and evaluation.Subresult 2.2.Relevant income-generating and learning activities implemented in 30 Healthy Learning modelschools.The programme will strengthen the outcomes of phase one, at school level, through initiatives, suchas:Capacity development regarding proposal development for income-generating and learningactivities related to Healthy Learning.Assessment of progress of schools micro projects .Capacity development on management of small grants to schools.Support to model districts and model schools in approaching relevant partners for their HealthyLearning activities.Organizing monitoring and technical support visits to schools.Organizing exchange visits between model schools and model districts.Kenya - Multi-Year Programme 2011-2013 58/148