Kenya Multi-Year Programme 2011-2013 - VVOB

More documents

Recommendations

Info

6.5.3. Monitoring and Evaluation6.5.3.1. ICT IntegrationThe programme has a system of regular reporting through minutes of team meetings, reports on studyvisits, training workshops etc. These outputs are used by MOE for their M&E requirements andcontribute to the halfyearly and end-of-year VVOB reports.The ICT Investment Programme Team leader, the Director KESI, the Director CEMASTEA and theChair of the ICT Integration Team are responsible for M&E and reporting to the MOE seniormanagement and to the KESSP secretariat. Their quarterly and annual reports include componentsfrom the MOE-VVOB ICT Integration programme.6.5.3.2. Healthy LearningPhase II of Healthy Learning will continue using the monitoring and evaluation system which wasalready developed in Phase I. The system includes tools for technical and financial monitoring atschool, district and national level. Monitoring data from the school and district levels feed into adatabase at national level which can generate reports for input to policy makers at national level aswell as for feedback to the model districts and the model schools. Reflection mechanisms duringmonthly team meetings and planning and reflection days also create useful lessons learned at nationallevel.In terms of sustainability and integration into other programmes, Healthy Learning will also facilitatethe development of a tool for self-evaluation at the school level. This tool will allow schools to positionthemselves on a development scale in terms of Healthy Learning which can then form a good entrypoint to develop a plan with priority actions for the school in areas related to school health andnutrition education.The programme has a system of regular reporting through minutes of team meetings, reports on fieldvisits and training workshops etc. These outputs are used by MOE for their M&E requirements andcontribute to the halfyearly and end-of-year VVOB reports.The School Health, Nutrition & Meals Investment Programme Team leader is responsible for M&E andreporting to the KESSP secretariat. His quarterly and annual reports include Healthy Learning.6.5.4. Impact evaluationSince the VVOB programme aims for integration of its outputs, outcomes and impact within thestructures, services and institutions of MOE, we should, ideally, judge the overall impact in the widercontext of KESSP. However, it might be difficult to specifically attribute ―the VVOB effect‖ at thisgeneral level. The programme mainly focuses on strengthening of the management capacity of higherand middle level cadres. VVOB is not the only MOE partner involved in capacity development.Furthermore, capacity development that is linked to change management is a long term process.In view of the decision to conclude this MOE-VVOB programme on 30 June 2013, the programme willorganize a formal evaluation towards the end of Phase II. This evaluation will build on the findings ofthe external evaluation of February 2010, which looked at the first two years of Phase I of theprogramme. Impact evaluation within the specific result areas and outcomes, and this at various levelsand target groups and beneficiaries will be easier to achieve. For example, the Healthy Learning subprogramme,will be able to assess some of its impact through the various MSc studies carried out inPhase I and II. In the ICT Integration Programme, a search towards a suitable M&E instrument tomeasure progress on ICT Integration is already underway.Whenever possible, the programme will also use other evaluation and assessment avenues, such asEMIS data analysis, e-readiness assessments. Preference will be given to existing systems withinMOE.Kenya - Multi-Year Programme 2011-2013 70/148
6.6. Synergy and complementarity with other actors6.6.1. General within KESSPDuring the development and the implementation of KESSP (I and II), there has been continuous (andstill is) very active consultation and harmonization between the bilateral donors and other developmentpartners, among each other and with the Education ministeries (MOE and MHEST). VVOB has beeninvolved from the early days (Februari 2005).As already explained in Chapter 4.2.6, both ministeries are responsible for developing operationalplans and budgets. Once the Government allocation (National Budget) is known, the developmentpartners are consulted to determine their level of input (and ―to fill the financing gap‖). All support tothe education sector has to be in line with KESSP. The Kenya Government does not request supportoutside KESSP.The development partners and the education ministeries have agreed to a number of ―PartnershipPrinciples‖ 19 . These principles are not tied to the financing modalities (pooled funding, directdisbursements, donations in kind...) of each partner. Nearly all development partners have now signedthis document. The principles agree on modalities of consultation, communication, monitoring andevaluation. Donors meet monthly as the ―Education Donor Consultative Group”. The ―pooling partners‖(DfiD, CIDA, World Bank, Unicef) have a separate ―Joint Financing Agreement‖ with the ministries.There is provision for the following mechanisms for consultation, evaluation and monitoring betweenthe partners:Jannual Joint Review Mission in October / NovemberAnnual Budget Workshop in March / AprilCommunication between the education ministeries and the ―Education Donor Consultative Group” ischaneled through the lead donors (Currently a ―troika‖ of CIDA, DfID, World Bank)Joint quarterly meeting with the EDCG chaired by one of the two Permanent SecretariesAdditional mechanisms depending on needs (e.g. ad hoc working groups; consultation of otherstakeholders such as unions, parents organisations... )Joint missions for identification, monitoring, audit, evaluation...A number of agreements have been made with regards to monitoring, review and conditionalities:The annual ―Joint Review of the Education Sector” (JRES) is organised by the ministries. Thedevelopment partners (DPs) participate and do not request for additional reviews. The DPs minimalisethe number of missions, reports etc and always make sure there is timely consulation with theministries and other partners. DPs aim to harmonize their own monitoring with GOK policy and thesector indicators. Since 2009, the EDCG also organizes an annual reflection day.During KESSP I (2005 – 2010), there have been cases of delayed disbursement of donor (pooled)funds (about 5% of the total education budget). The main reasons were usually insufficient or latefinancial reporting on the previous tranche. The Education Ministries continously explained theimportance of predictability of the donor support. It was in the end agreed that possible conditionalities- in case of KESSP principles were not adhered to – would be imposed during the following financialyear, avoiding disturbing the on-going budgetary cycle. Since July 2009, after a 102 million Ksh ( 1million Euro) fraud was detected, the pooling partners have put their funding on hold (until a fullforensic audit has been completed). There is however still ongoing dialogue to avoid stagnation ofKESSP, especially because the pooled funds are mainly earmarked for development (not for recurrentexpenditures). Pooling partners are also looking at alternative chanels of payment to the beneficiaries(schools).VVOB, through its agreement with the Ministry of Finance can make direct purchases. Its programmeis not affected by the witholding of funds by the pooling partners. Several other bi-lateral partnerscontinue to implement their programmes as well, using their own financial control mechanisms. There19 In line with “Paris Declaration on Aid Effectiveness” of March 2005Kenya - Multi-Year Programme 2011-2013 71/148
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 and 26: mail communication between MOE offi
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
Page 33 and 34: 6.3. Selection criteria and motivat
Page 35 and 36: Complex nature of ICT Integration i
Page 37 and 38: eform, it generally increases the c
Page 39 and 40: Kenya - Multi-Year Programme 2011-2
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
Page 49 and 50: 6.4.2.6. Description of the general
Page 51 and 52: RISK ASSESSMENT RISK MANAGEMENT MON
Page 55 and 56: 6.4.3. Healthy Learning6.4.3.1. Spe
Page 57 and 58: have increased skills, knowledge an
Page 59 and 60: Subresult 2.3Healthy Learning model
Page 61 and 62: Launching of a Call for research pr
Page 65 and 66: (IR 2 and IR 3) where Healthy Learn
Page 67 and 68: It is expected that all these struc
Page 69: Organisational Structure Kenya6.5.1
Page 73 and 74: 7. Annexes - Overview7.1. Problem t
Page 75 and 76: 7.1.2. Problem tree ICT Integration
Page 77 and 78: 7.2. Solutions tree7.2.1. Overall s
Page 79 and 80: 7.2.3. Solution tree Healthy Learni
Page 97 and 98: Multi-year strategyTOTAL BY COST CA
Page 113 and 114: 7.8. Alignment matrix VVOB programm
Page 115 and 116: School Health, Nutrition and Meals
Page 117 and 118: 7.11. Description of means availabl
Page 119 and 120: Organisation Personnel Function Res
Page 121 and 122:
2. ICT Strategies & Technical Progr
Page 123:
ProfileMaster‘s Degree in Social
Page 126 and 127:
Job DescriptionThe Healthy Learning
Page 128 and 129:
CompetenciesCapable of working inde
Page 130 and 131:
Supporting the accountant: followin
Page 132 and 133:
7.13. Programme AgreementsKenya - M
Page 134 and 135:
Kenya - Multi-Year Programme 2011-2
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
show all

Kenya Multi-Year Programme 2011-2013 - VVOB

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?