MINISTRY OF EDUCATION STATE DEPARTMENT OF BASIC …

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REPUBLIC OF KENYA

MINISTRY OF EDUCATION

STATE DEPARTMENT OF BASIC EDUCATION

THE KENYA SECONDARY EDUCATION QUALITY IMPROVEMENT PROJECT

(SEQIP)

PROJECT IMPLEMENTATION MANUAL (PIM)

REVISED NOVEMBER 2017

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TABLE OF CONTENTS

LIST OF TABLES ..................................................................................................................................................... IV

LIST OF FIGURES ..................................................................................................................................................... V

ACRONYMS AND ABBREVIATIONS ........................................................................................................................ VI

PART ONE: PROJECT OVERVIEW ............................................................................................................................ 1

SECTION 1: INTRODUCTION ....................................................................................................................................... 1 1.1 BACKGROUND .................................................................................................................................................. 1 1.2 PURPOSE OF THE PROJECT IMPLEMENTATION MANUAL (PIM)................................................................................... 1 1.3 LAYOUT OF THE PIM.......................................................................................................................................... 2 1.4 REFERENCE DOCUMENTS .................................................................................................................................... 2 SECTION 2: SUMMARY OF PROJECT DESCRIPTION .................................................................................................... 3 2.1 PROJECT OBJECTIVES ......................................................................................................................................... 3 2.2 PROJECT BENEFICIARIES ...................................................................................................................................... 3 2.3 PROJECT SUSTAINABILITY .................................................................................................................................... 3 2.4 PROJECT COMPONENTS AND SUB-COMPONENTS ..................................................................................................... 4

PART 2: DETAILED COMPONENT AND SUB-COMPONENT IMPLEMENTATION ARRANGEMENTS, RESPONSIBILITIES

AND ROLES OF IMPLEMENTING PARTIES ............................................................................................................... 6

SECTION 3: COMPONENT 1 - REDUCING TEACHER SHORTAGES AND IMPROVING TEACHER PROFESSIONAL

DEVELOPMENT (€31.57 MILLION) ............................................................................................................................. 6 3.1 SUB-COMPONENT 1.1: REDUCING TEACHER SHORTAGES (€7.02 MILLION) .................................................................. 6 3.3 SUB-COMPONENT 1.3: PROVISION OF TEXTBOOKS (€11.40 MILLION) ...................................................................... 20 SECTION 4: COMPONENT 2 - IMPROVING RETENTION AND TRANSITION (€115.76 MILLION) COMPONENT OVERVIEW

................................................................................................................................................................................. 27 4.1 Sub-component 2.1: improving school infrastructure Component (€72.0 million) ................................ 27 4.2 Sub-component 2.2: Improve Retention in Upper Primary and Transition to Secondary of Poor and

Vulnerable Students (€43.85 million) .................................................................................................................. 33 SECTION 5: COMPONENT 3 - SYSTEM REFORM SUPPORT (€17.54 MILLION) ........................................................................... 42

Objective of the Component ............................................................................................................................... 42 5.1 Sub-component 3.1. Development and introduction of a competency-based curriculum (€10.52

million) 43 5.2 Sub-component 3.2. Strengthening of national system for monitoring learning progress and national

examination (€7.02 million) ................................................................................................................................ 52 SECTION 6: COMPONENT 4 – PROJECT MANAGEMENT, COORDINATION, MONITORING AND EVALUATION (€ 10.52 MILLION) ........ 62

Overview ............................................................................................................................................................. 62 6.1 Sub-component 4.1: Project Management, Coordination, and Communication ................................... 62 6.2: Sub-component 4.2: Research, Monitoring and Evaluation (€3.51 M). ....................................................... 71

SECTION 7: PROJECT MANAGEMENT, COORDINATION AND DELIVERY .................................................................. 83 7.1. Implementing and collaborating agencies / parties .............................................................................. 83 7.2. Roles and responsibilities of key agencies in the SEQIP ......................................................................... 85

SECTION 11: PROJECT MONITORING AND EVALUATION ....................................................................................... 108

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11.1 Objectives and Scope of the M&E System ................................................................................................. 108 11.2 Management Information System ............................................................................................................ 108 11.3 Planed Monitoring and Evaluation Activities ............................................................................................ 108 11.4 Stakeholder involvement in M&E .............................................................................................................. 109 11.5 Social Accountability ................................................................................................................................. 109 11.6 Learning and Knowledge sharing .............................................................................................................. 109 11.7 Roles and responsibilities in M&E activities ............................................................................................. 109 11.8 M&E reporting .......................................................................................................................................... 109 11.9 Performance Monitoring and Performance Based Disbursement ............................................................ 110

PART FOUR: SETION 12: ANNEXES ................................................................................................................. 111

ANNEX 5: INFRASTRUCTURE IMPLEMENTATION PROTOCOL (MOE - WB) ............................................................. 112 ANNEX 6: ............................................................................................................................................................... 127 PROJECT BENEFICIARIES ........................................................................................................................................ 127 REDUCING TEACHER SHORTAGES AND IMPROVING TEACHER PROFESSIONAL DEVELOPMENT ........................... 128 COMPONENT AND SUB-COMPONENT OBJECTIVES ............................................................................................... 128

ENHANCING TEACHER PROFESSIONAL DEVELOPMENT SUB-COMPONENT 1.2:............................................... 130 TECHNICAL WORKING GROUPS ............................................................................................................................. 133

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LIST OF TABLES Table 3.1 A: Schedule for implementation for Sub-component 1.1 and 1.2 for 2017/2018-2018/2019 __________ 11 3.2 Sub-component 1.2: Enhancing Teacher Professional Development (€13.16 million): _________________ 15 Table 3.3A: Schedule for implementation for Sub-component 1.3: Provision of Textbooks for FY 2017/2018-

2018/2019 ___________________________________________________________________________________ 26 Table 4.1A Schedule for implementation for Sub-component 2.1 for 2017/2018-2018 _______________________ 30 Table 4.2A: Schedule for implementation for Sub-component 2.2 for 2017/2018-2018/2019 _________________ 40 Table 5.1A: Schedule for implementation for Sub-component 3.1 for 2017/2018-2018/2019 _________________ 48 Table 5.1 B: Key Risks and Mitigation Measures _____________________________________________________ 52 Table 5.2: Key Risks and Mitigation Measures _______________________________________________________ 61 Table 6.1 Implementation Plan for Sub-Component 4.1: Project Management, Coordination and Communication 67 (FY 2017/2018-2018/2019) ______________________________________________________________________ 67 Table 6.2A: Implementation Plan for Sub-Component 4.2 Research, Monitoring and Evaluation (FY 2017/2018-

2018/2019) __________________________________________________________________________________ 75 Table 6.2 B: Capacity building plans and equipment requirements for all the Implementing Agencies __________ 77 Table 6.2 C: Equipment required by the Implementing Agencies ________________________________________ 82 Table 7.1A: Sub-component implementing entities ___________________________________________________ 83 Table 13A: Costing Table as per Components and Sub- components ____________________________________ 111 Table 13. Table 13B: Agreed Infrastructure Framework and Protocol ___________________________________ 120 ENHANCING TEACHER PROFESSIONAL DEVELOPMENT SUB-COMPONENT 1.2:____________________________ 130

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LIST OF FIGURES Fig 3.1: Organization structure for implementing sub-components 1.1 and 1.2 at TSC 9

Fig. 3.2: Implementation arrangement of CEMASTA Technical Working Group. 17

Fig. 3.3: Organization structure for implementing sub-component 1.3: Provision of Text books 25

Fig 4.1: Organization structure for implementing sub-component 2.1 32

Fig 4.2: Implementation Arrangement for Social Support and the Scholarship Program 38

Fig 5.0: Information flow among the component actors down to schools 43

Fig 5.1: Information flow at KICD 46

Fig 5.2: Information flow at KNEC 57

Fig 6.1 A: Project Implementation Arrangement 66

Figure 6: SEQIP Coordination Structure 84

Figure 7.1B: Project Coordination 84

Figure 13. B: Agreed Next Steps 125

Figure 13.C: Process Engagement between TSC and the Implementing Institutions 136

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ACRONYMS AND ABBREVIATIONS

BoM Board of Management

BQs Bill of Quantities

CBA Competency-Based Assessment

CBC Competency-Based Curriculum

CDE County Director of Education

CEMASTEA Center for Mathematics Science Technology Education in Africa

CEO Chief Executive Officer

CESMP Construction Environment and Social Management Plan

CSBs Community Selection Boards

CRTC Curriculum Reforms Technical Committees

CSOs Curriculum Support Officers

CPCU County Project Coordination Unit

CPPMU Central Project Planning and Monitoring Unit

CQASO County Quality Assurance Officer

DC&SC Design Construction and Supervision Consultants

DPCAD Directorate of Projects Coordination and Delivery

DLIs Disbursement-Linked Indicators

DLRs Disbursement-Linked Results

DQASOs Directorate of Quality Assurance and Standards Officers

EMCA Environment Management and Coordination Act

EMIS Education Management Information System

ESAMI Eastern and Southern African Management Institute

ESMF Environmental and Social Management Framework

ESMP Environment and Social Management Plan

E&SS Environment and Social Safeguards

GESI Global and European Studies Institute

GOK Government of Kenya

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GIS Geographical Information System

HSCM Head of Supply Chain Management

IBM International Business Machines Cooperation

IEC Information Education Communication

ICT Information Communication Technology

IT Information Technology

KCPE Kenya Certificate of Primary Education

KEPSHA Kenya Primary School Heads Association

KESSHA Kenya Secondary School Heads Association

KIB Kenya Institute for the Blind

KICD Kenya Institute of Curriculum Development

KISE Kenya Institute of Special Education

KNATCOM Kenya National Commission for UNESCO Office

KNEC Kenya National Examinations Council

KSCE Kenya Secondary Certificate Education

M&E Monitoring and Evaluation

MLA Monitoring Learning Achievement

MLP Monitoring Learning Progress

MPSSI Minimum Package of Safe School Infrastructure

MoE Ministry of Education

MIMVC Ministerial Instructional Material Vetting Committee

NA Needs Assessment

NEMIS National Education Management Information System

NESP National Education Sector Plan

NPC National Project Coordinator

NT National Treasury

OHS Occupational Health and Safety

PAD Project Appraisal Document

PDO Project Development Objective

PIM Project Implementation Manual

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PPSD Project Procurement Strategy Development

PPT Project Preparation Team

PS Principal Secretary

PSC Project Steering Committee

QTS Quality teaching Standards

REOI Request for Expression of Interest

SAGAs Semi-Autonomous Government Agencies

SBTSS School- Based Teachers Support System

SCFO Senior Chief Finance Officer

SDGs Sustainable Development Goals

SEQIP Secondary Education Quality Improvement Project

SME Science, Mathematics and English

SNE Special Needs Education

SoE Statements of Expenditure

STI Science Technology and Innovation

ToTs Trainer of Trainers

TM Teacher Management

TMSS Textbook Management Support System

ToR Terms of Reference

TPAD Teachers Performance Appraisal and Development

TPD Teachers Professional Development

TSC Teachers Service Commission

TSC-CD Teachers Service Commission- County Director

TVET Technical Vocational Education and Training

UNESCO United Nations, Educational, Scientific and Cultural Organization

USD United States Dollars

VMGF Vulnerable and Marginalized Groups Framework

WASH Water Sanitation and Hygiene

WB World Bank

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PART ONE: PROJECT OVERVIEW

SECTION 1: INTRODUCTION

1.1 Background

The Government of Kenya has partnered with the World Bank (WB) to improve the quality of education

enhance retention in upper primary and transition from Primary to secondary education to enhance

retention in upper primary and transition from Primary to secondary education in targeted areas. This

objective will be achieved through the implementation of the “Secondary Education Quality Improvement

Project (SEQIP) which aims to “to improve student learning in secondary education and transition from

primary to secondary education, in targeted areas”.

The project has four components, namely: (i) Improving quality of teaching in targeted areas; (ii)

Improving retention in upper primary school and transition to secondary school in targeted areas; (iii)

System reform support; and (iv) Project management, coordination, monitoring and evaluation. . The

Ministry of Education (MoE) will be the lead implementer of the Project. MoE through Directorate of

Project Coordination and Delivery (DPCAD) will work closely with all the other implementing agencies

which include: Kenya Institute of Curriculum Development (KICD); Kenya National Examinations

Council (KNEC); Teachers Service Commission (TSC); and Centre for mathematics, Science and

Technology Education in Africa (CEMASTEA). The funding of the project is in the form of € 175.5

Million credit from the World Bank.

1.2 Purpose of the Project Implementation Manual (PIM)

The Project Implementation Manual (PIM) has been prepared to provide details of the project

implementation arrangement throughout the Project period and spells out: (i) the institutional

arrangements at the National, County, Sub-county and school levels (ii) processes, procedures and

arrangements for the implementation of the SEQIP components and sub- components, including project

strategy; (iii) operational activities, steps and procedures, and responsibilities; (iv) financial arrangement

arrangements(v) procurement Management arrangements; (vi) environment environmental and social

safeguards management processes ; and (vii) Monitoring and Evaluation procedures.

The purpose of the PIM is to facilitate the work of the various SEQIP implementing entities which

include: (a) MoE (DPCAD), KICD, KNEC, TSC and CEMASTEA (b) The County and Sub- County

Education Officials; (c) The County Project Coordination Units; and (d) The Project Steering Committee

(PSC) and other implementation committees at the County, Sub-county and School.

The PIM is a tool that has been designed1 to operationalize the Project Appraisal Document (PAD) on

which the Government of Kenya and the World Bank has signed a legally binding financial agreement to

guide the utilisation of the Project Funds. It is intended to enhance transparency, accountability,

efficiency and effectiveness in the implementation of Project activities. It will also be a guide for the

implementation teams in supervision and monitoring of project activities.

1The PIM has been prepared through a consultative process involving all SEQIP implementing agencies.

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Each implementing entity will adhere to the PIM. However, the PIM will be a living document that may

need review and adjustment from time to time to take into consideration any changes necessitated by

implementation experience. The DPCAD will initiate the revision of the manual and submit the revised

PIM to the Project Steering Committee (PSC) for considerations and clearance of the revisions and all

revisions will be subjected to prior review and a “no” objection from the World Bank. The DPCAD will

then distribute the new version of the PIM to all implementing entities after all the approvals are granted.

The PIM will be managed by the Directorate of Project Coordination and Delivery (DPCAD) of the State

Department of Basic Education, Ministry of Education (MoE). The Principal Secretary (PS), State

Department of Basic Education will have the overall responsibility for delivery of SEQIP whereas the

DPCAD will perform the day to day activities in managing the implementation.

1.3 Layout of the PIM

This PIM is divided into four parts and ten sections:

Part One: Project Overview

Section 1. Introduction

Section 2. Summary of Project Description

Part Two: Detailed Component and Sub-Component Implementation Arrangements,

Responsibilities and Roles

Section 3. Component 1: Improving quality of teaching in targeted areas

Section 4. Component 2: Improving retention in upper primary school and transition to secondary

school in targeted areas

Section 5. Component 3: System reform support

Section 6. Component 4: Project management, coordination, monitoring and evaluation

Part Three: Project Management, Coordination and delivery

Section 7. Project governance, management, coordination and delivery

Section 8. Procurement Arrangements (Volume 2)

Section 9. Financial management and disbursement (Volume 3)

Section 10.Environmental and Social Management Framework (ESMF) [Volume 4]

Section 11.Vulnerable and Marginalized Groups Framework (VMGF) [Volume 5]

Section 12.Monitoring and Evaluation

Part Four: Annexes

Section 13. Annexes

1.4 Reference Documents

The preparation of the PIM is underpinned by the following key project documents:

a. The Project Appraisal Document

b. The Financial Agreement (WB – GOK)

c. Disbursement Guidelines for WB financed projects

d. The Kenya Government Procurement Guidelines and Tender Board Regulations

e. World Bank Disbursement Letter

f. General WB Conditions for Credit and Grants

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g. Guidelines for Procurement of Goods, Works and Non-Consulting Services

h. Guidelines for the Selection of Consultants

i. Guidelines for Financial Reporting and Auditing of Projects

j. Financial Management Manual

k. Environmental and Social Management Framework

l. Vulnerable and Marginalised Groups Framework

SECTION 2: SUMMARY OF PROJECT DESCRIPTION

2.1 Project Objectives

Higher level objectives

The SEQIP will improve quality of learning outcomes and reduce wastage in upper primary and

secondary occasioned by high dropout and low transition from primary to secondary education. The

project will also contribute to enhancing equity and inclusiveness as it focuses on poor, disadvantaged,

marginalized and vulnerable children and youth. The project is conceived to support Kenya’s aspirations

of achieving the objectives of the Constitution of Kenya (2010), Sustainable Development Goals (SDGs)

and Kenya Vision 2030.

Project Development Objective (PDO)

The PDO is to improve student learning and transition from upper primary to secondary education in

targeted areas.

2.2 Project Beneficiaries

The project targets 7,852 public primary schools and 2,147 secondary schools selected from 30 counties

and 110 Sub-counties that are educationally and economically disadvantaged. The project will benefit

600,000 pupils in upper primary grade 7 and 8 and 600,000 students in Form 1-4 of secondary schools in

the targeted Sub-counties. The students will benefit from improved pupil/Student-teacher ratio, improved

school infrastructure, reformed curriculum and assessment, improved textbook-pupil/student ratio. In

addition, deserving learners will be supported in form of full scholarships, school kits, mentorship and

targeted advocacy. Selection of these students is detailed in section 3.5. Apart from the students, 17,000

primary schools and 8,500 secondary schools, Science, Mathematics and English (SME) teachers from

the targeted schools will also benefit from Teacher Professional Development (TPD) initiatives.

2.3 Project Sustainability

The SEQIP has been designed in line with the on-going education reforms in Kenya. The extra financial

resources for sustaining the project activities beyond the project period are expected to be minimal.

Furthermore, SEQIP will provide a solid foundation for further improvement of the basic education

sector. A key Government priority is to elevate school retention, completion and improve the quality of

basic education well beyond the scope of the project. The Government led the design process of SEQIP,

ensuring that it was participatory with consultations with a range of internal and external stakeholders.

This will enhance ownership of the school improvement initiatives by all stakeholders and will contribute

to ensuring further improvement and scaling up of the project activities. The Government will continue

its engagement with internal and external stakeholders especially in areas where the Private Sector has

experience and established systems which will enhance the sustainability of the project. The Government

will also seek support of Development Partners to scale up initiatives that produce evidence based results.

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Four sub-components of SEQIP have been designed based on Disbursement Linked Results. Pegging

disbursement on Disbursement Linked Indicators will enhance effectiveness, efficiency as well as

improve planning for future project implementation. The project will be implemented in four components

and nine sub-components described briefly in the following sections2.

2.4 Project Components and Sub-components

The project will be implemented in four components and nine sub-components described briefly in the

following sections.

2.4.1. Component 1: Improving Quality of Teaching and Learning in Targeted Areas (€31.57

million)

The component will use multi-agency approach to reduce teacher shortage; enhance teacher professional

development and provide text books. This component will be implemented under the overall leadership of

the Ministry of Education (MoE) as follows: (i) TSC will carry out intervention on teachers’ shortage and

teacher professional development under TPD framework; (ii) TSC through CEMASTEA will carry out

teacher professional development intervention through School Based Teacher Support System (SBTSS)

(iii) MoE will undertake provision of textbooks. Specific activities for the component are detailed in the

three sub-components presented below.

Sub-component 1.1: Reducing Teacher Shortages (€7.02 million): SEQIP sub-component 1.1 aims to

address the shortage of Science, Maths and English (SME) subject teachers in the targeted schools. To

achieve this, TSC will develop and implement an allocation policy that will enhance equity within and

across the targeted Sub-counties. TSC plans to allocate an additional 10% of new Science, Maths and

English teachers recruited to the targeted schools during the project period. The DLIs for this component

are the following: (i) detailed and costed strategic plan developed for addressing teacher shortages and

deficiencies; and (ii) 10% annual additional new teacher posts will be recruited and allocated to the

targeted schools during the project period.

Sub-component 1.2: Enhancing Teacher Professional Development (€13.16 million): Sub-component

1.2 will support TSC’s effort to implement its teachers’ professional development strategy aimed at

improving primary and secondary teachers’ competencies based on the framework provided by the

Kenya’s Quality Teaching Standards (QTS). Two sets of interventions will be implemented in this sub-

component. The first set of interventions supports TSC’s effort to set up the Prescribed Modules

Programs consisting of (a) establishment of a TPD framework to align teachers’ performance with the

eight nationally prescribed teaching standards, (b) assessment of teacher competencies and training needs

using the recently launched TPAD system, and (c) implementation of a modular approach to provide TPD

training based on the training needs assessment. The second set will involve establishment of a School-

Based Teacher Support System (SBTSS) aimed at providing professional development training in subject

matter as well as pedagogical content knowledge to SME teachers in the targeted sub-counties.

Sub-component 1.3: Provision of Textbooks (€11.40 million)): This sub-component will assist schools in

the targeted Sub-counties to achieve the target of a textbook-Pupil/student ratio of 1:1 in SME for grades

seven, eight and Form One to Form 4; and enhance the capacity of the MoE to make informed decisions

on policies related to the provision of textbooks and associated learning materials in schools.

2 Detailed description of the project components is given in the Project Appraisal Document; WB Report No. PAD2124

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2.4.2. Component 2: Improving Retention in Upper Primary Education and Transition to

Secondary Education (€115.76 million)

This component will address the critical supply and demand issues that constrain retention at primary and

secondary schools and transition from primary to secondary. The Component also aims at addressing

constraints to retention and transition through 2 interventions, namely: (a) provision of a Minimum

package of Safe School Infrastructure (MPSSI) and ICT-enabled training facilities for education

managers; and (b) addressing retention issues through three thrusts (i) advocacy and social support, (ii)

(ii) scholarship and mentoring interventions (iii) School kit. The MPSSI will include schools for special

needs in the targeted sub-counties. This component will be managed by the MOE through DPCAD

2.4.3. Component 3: System Reform Support (€17.54 million)

This component has two interventions;

Sub-component 3.1: Development and Introduction of a Competency Based Curriculum (CBC) in

grades four to nine ((€10.52 million)).This sub-component will support Kenya Institute of Curriculum

Development (KICD) in the introduction and implementation of a Competency Based Curriculum (CBC)

in grades four (4) to nine (9). This entails: training of panellists on CBC; developing scope and sequence

charts; developing curriculum designs (syllabuses); training teachers, Education Officers and other

stakeholders; and evaluation and vetting of instruction support materials.

Sub-component 3.2: Development of Formative Assessment Capacity and Establishment of National

System for Monitoring Learning Progress (MLP) (€7.02 million) This Sub-component will support the

Kenya National Examinations Council (KNEC) to introduce and institutionalize Competency Based

Assessment (CBA). This will entail; building capacity of KNEC, teachers and institutional managers on

CBA, establishment of modern infrastructure that is responsive to the needs of a CBA regime and

monitoring systems for learning and education quality.

2.4.4. Component 4: Project Management, Coordination and Monitoring and Evaluation (€10.52

million)

The component focuses on the overall Project Management and Coordination through the newly created

Directorate of Projects Coordination and Delivery (DPCAD) and the structures established by the

implementing entities while ensuring a coordinated approach in the implementation of the project

activities among components. DPCAD will play a critical role in the overall coordination and

management of the project. The component will be implemented through two Sub- components namely:

(i) Project Management, Coordination, and Communication to enhance proper coordination and

management of the project to achieve the PDO; and (ii) Research, Monitoring and Evaluation aimed to

improve efficiency and effectiveness in attainment of the Project Development Objective.

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PART 2: DETAILED COMPONENT AND SUB-COMPONENT IMPLEMENTATION

ARRANGEMENTS, RESPONSIBILITIES AND ROLES OF IMPLEMENTING

PARTIES

SECTION 3: COMPONENT 1 - REDUCING TEACHER SHORTAGES AND IMPROVING

TEACHER PROFESSIONAL DEVELOPMENT (€31.57 MILLION)

The component will use multi-agency approach to reduce teacher shortage; enhance teacher professional

development and providing text books. This component will be implemented under the overall leadership

of the Ministry of Education (MoE) as follows: (i) TSC will carry out intervention on teachers’ shortage

and teacher professional development under TPD framework; (ii) TSC through CEMASTEA will carry

out teacher professional development intervention through School Based Teacher Support System

(SBTSS) (iii) MoE will undertake provision of textbooks. Specific activities for the component are

detailed in the sub-components presented below.

The component will be implemented in three sub-components under the overall leadership of the Ministry

of Education (MoE) as follows: (i) TSC will carry out intervention on teachers’ shortage and teacher

professional development under TPD framework; (ii TSC through CEMASTEA will carry out teacher

professional development intervention through School Based Teacher Support System (SBTSS) for

sciences and Mathematics and competitively identify an accredited institution to implement SBTSS for

English. (iii) MoE will undertake provision of textbooks.

3.1 Sub-component 1.1: Reducing Teacher Shortages (€7.02 million)

Overview

SEQIP subcomponent 1.1 aims to address the shortage of Science, Maths and English subject teachers in

the targeted schools. To achieve this, TSC will develop and implement an allocation policy that will

enhance equity within and across the targeted sub counties. During the recruitment of additional teachers

TSC will allocate an additional 10% of Science, Maths and English teachers recruited to the targeted

schools during the project period. The DLIs for this component are the following:

A detailed and costed implementation plan developed for addressing teacher shortages; and

10% of the annual additional teachers recruited allocated to the targeted schools during the project

period.

3.1.1 Implementation policies and procedures for Subcomponent 1.1

TSC will undertake the following activities to implement subcomponent 1.1:

a. Establish the staffing shortage from the institutions/ counties;

b. Analyse data and compile a complete list of understaffed institutions per Sub-

county/County/Institution;

c. Revise Recruitment Guidelines to accommodate 10% extra teachers for science, Mathematics and

English in targeted sub counties;

d. Allocate newly recruited teachers to target schools/counties based on the staff shortage per Sub-

county/County/Institution on pro-rata basis;

e. Advertise for the vacancies in the print media and TSC website

f. The Counties/Institutions whose posts are advertised will receive applications from interested

applicants; interviews will be conducted, and the best candidates selected as per recruitment

guidelines;

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g. Recruitment documents will be submitted to TSC by TSC CD for vetting and processing of letters

of offer of employment;

h. Vetting committee will validate the recruitment document;

i. TSC will monitor individual counties /schools/institutions to confirm that the recruited teachers

under the project reported on duty;

j. Recruited teachers will sign a letter of commitment to remain in the stations where they have been

posted for a minimum period as per the transfer policy before qualifying for a transfer.

k. In the event that teachers in project schools exit service the commission will recruit replacement

teachers for the affected schools/ sub counties.

3.1.2 Objectives

The objective of this sub-component is to reduce shortage of Science, Maths and English subject teachers

in schools in the targeted sub-counties

3.1.3 Intermediate indicators

The sub-component has a disbursement linked indicator (DLI) as: reduced science, mathematics and

English teacher shortages in targeted sub-counties. This will be monitored through the following

intermediate indicators/ disbursement linked results (DLRs): (i) Detailed and costed strategic plan

developed for addressing teacher shortages and baseline established; (ii) 10% of new teacher posts, in

addition to annual pro rata of teacher posts, recruited for schools with inadequate teachers per the

established baseline and on duty from year 1 to 5; (iii) 80% of the teachers recruited cumulatively in

previous 5 years are on duty by year 6.

3.1.4 Expected outputs

The key expected outputs from the implementation of the various activities in this sub-component include

the following:

i) A baseline survey for teacher shortages established; and

ii) A strategic plan for addressing teacher shortages developed and implemented.

3.1.5 Key activities

The key activities for implementation under the sub-component are presented and discussed in the

sections below.

Preparatory activities

These are activities to be carried out before project effectiveness under the coordination of Technical

Working Group at TSC. The preparatory activities that must be undertaken include:

a. Training of TSC commissioners on SEQIP;

b. Training of all TSC staff to create ownership; and

c. Selection of Primary and secondary schools.

Implementation activities

After project effectiveness the sub-component activities will include:

a. Establishing teacher shortages in each school against the set norms;

b. Distributing new posts across all schools that have shortages;

c. Allocating ten percent of the annual budgeted new teaching posts to the targeted sub-counties/

institutions during the project period;

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d. Implementing measures to ensure that teachers are recruited, posted and retained in the targeted

schools;

e. Developing and implementing a Teacher Professional Development (TPD) framework;

f. Offering training to teachers through a flexible, modular approach in the eight thematic areas

corresponding to the teaching standards;

g. Issuing the teacher professional certification upon completion of 10 units (two per year) of a

training module offered through TPD system after five (5) years; and

h. Carrying out capacity building.

3.1.6 Institutional arrangement for implementation of sub-component 1.1 by TSC

Institutional and implementation arrangements

The TSC is responsible for the implementation of Sub-Component 1.1 on teacher shortages and part of

sub-component 1.2 on TPAD and TPD. The CEMASTEA will be responsible for implementing Sub-

component 1.2 on school based support to teachers. However, CEMASTEA will work in close liaison

with the TSC to ensure complementarity of their activities in delivering Sub-component 1.2. It is the role

of TSC to ensure this complementarity and timely implementation of Sub-component 1.2 by

CEMASTEA. Sub-component 1.3 will be implemented by the MOE.

3.1.7 Gender response protocol on how to deal with gender based discrimination and violence in sub-

component 1.1 and 1.2 Under Sub-component 1.

In the process of addressing teacher shortage the TSC will as much as possible ensure there is no gender

discrimination by ensuring the recruitment guidelines encourage both gender to apply for advertised

vacancies.

Under Sub-component 1.2

The TSC will ensure that the training content and pedagogical approaches are gender responsive by

developing content for training of teachers that includes language and illustrations that are gender

sensitive. Selection guidelines for trainers and teachers to participate in the training will encourage all

gender to participate. There are beacon or champion teachers who have been trained to sensitize teachers,

parents and children and identify cases of gender discrimination and violence. These teachers will also

work with the police, children services, gender recovery centres and give support.

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Fig 3.1: Organization structure for implementing sub-components 1.1 and 1.2 at TSC and

CEMASTEA

DIRECTOR FINANCE

DIRECTOR TEACHER

MANAGEMENT

CEO TEACHERS

SERVICE

COMMISSION

SENIOR DEPUTY

DIRECTOR TEACHER

MANAGEMENT

FOCAL PERSON COMPONENT LEAD

TECHNICAL WORKING

GROUP

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3.1.8 Key Risks and Mitigation Measures to be implemented

The key risks with this subcomponent include the following: (a) in the event that the National Treasury

(NT) does not provide the budgeted allocation of new teacher posts, which is 5,000 in 2017 and (b)

teachers recruited in some of the sub-counties affected by insecurity may leave their posts. Considering

the relatively positive projections for economic growth and the fiscal situation as well as the GoK’s

commitment to human capital development for achieving Vision 2030 goals, it is unlikely that the NT

would completely stop new teacher post allocations. Experience with providing additional incentives for

teachers recruited for schools affected by insecurity has not been successful. TSC will closely monitor the

presence of teachers in those schools and ascertain what appropriate actions can be taken.

11

Table 3.1 A: Schedule for implementation for Sub-component 1.1 and 1.2 for 2017/2018-2018/2019

2017/2018 2018/2019

Before

Effective

ness

ACTIVITY START FINISH Q1 Q2 Q3 Q4 Subtotal

(USD)

Subtotal

(Euros)

Q1 Q2 Q3 Q4 Subtotal (USD) Subtotal

(Euros)

SEQIP 1: IMPROVING

QUALITY OF

TEACHING IN

TARGETED AREAS

01/07/2017 30/06/2018

SEQIP 1.1: Reducing

teacher shortage

01/07/2017 30/06/2018

1.1.1: Preparing detailed

strategic plan for

addressing teacher

shortages and deficiencies

-

1.1.2 Developing of a

detailed and costed

implementation plan for

component implementation

plan for DLIs

15880

13926.76

1.1.3: Recruiting 10% of

new teacher posts, in

addition to annual pro-rata

of teacher posts for schools

with high shortages per the

established baseline, and

on duty

-

1.1.4 Procurement of third

party verification Agency

-

Subtotal

15,880

13926.76

12

2017/2018 2018/2019

Before

Effective

ness


(USD)

Subtotal

(Euros)


(Euros)

SEQIP 1.2(a):

Enhancing teacher

professional

development

01/07/2017 10/05/2018

1.2.2 (a) Procure

consultant to develop a

software for TPAD &TPD

online modules

5000

4385

1.2.3 (a) Installation of a

private cloud/server at

TSC

600,000

526200

1.2.4 (a) Develop online

TPD modules

1,020,000

894,540

1.2.5 (a) Printing of first

two modules for 10000

schools two copies each

600,000

526,200

Training of National

Technical team of 17

officers at USD 140 for 6

days

17,280

15,154.56

1.2.6 (a)Train 672 CSOs,

110 TSC SCDs on TPD

110,980

97,329.46

1.2.7 (a)Sensitization

through print and

electronic media

300,000

2,63100

1.2.8 (a)Monitoring the

implementation of TPD

35,000

30,695

1.2.9 (a) TPD Roll out

8,.355,500

7,327,773.50

13

2017/2018 2018/2019

Before

Effective

ness


(USD)

Subtotal

(Euros)


(Euros)

1.2.10 (a) Identifying

entity to train English

teachers 01/07/2017 30/09/2017

10,000

8,770

Subtotal

2,699,235

2,367,229.095

SEQIP 1.2(b):

Enhancing teacher

professional

development

01/07/2017 10/05/2018

1.2.1 (b) Design a school-

based Teacher Support

System and sensitization of

staff

01/10/2017 10/10/2017

27,179

23835.983

1.2.2 (b): Diagnostics to

identify teachers’ training

needs to improve

classroom practices on

sciences, mathematics and

English (SME).

11/10/2017 31/10/2017

30,278

26,553.806

1.2.3 (b): Development of

teachers support materials,

simplified teaching aids

and other instructional

materials, and continuous

assessment tools

01/11/2017 22/12/2017

112,330

98513.41

1.2.4 (b) Development of

proficiency pre-test and

post -test tool

01/11/2017 22/12/2017

78,255

68,629.635

14

2017/2018 2018/2019

Before

Effective

ness


(USD)

Subtotal

(Euros)


(Euros)

1.2.5 (b) Recruitment of

facilitators/ trainers and

cluster resource teams

12/02/2018 23/02/2018

98,804

86,651.108

1.2.6 (b) Training of

facilitators/ trainers and

cluster resource teams

1/08/2018 10/08/2018

466,180 4,068,839.8

1.2.7 (b) Assessing

progress in teacher

proficiency (pre-test )

13/08/2018 17/08/2018

78,255 6,8629.635

1.2.8 (b) Training of 25500

teachers 13/08/2018 17/08/2018

1,463,859 1,283,804.34

9

1.2.9 (b) Implementation

of training and school

based teacher support

through lesson study and

formation of WhatsApp

group for peer learning

3/9/2018 30/10/2018

1,756,632 1,540,566.26

4

1.2.10 (b) Promotion of

peer-learning and support

including incentivising

teachers

1.2.11 (b) Promotion of

peer learning and support 08/04/2018 27/04/2018

251,234 220332.218

1.2.12 (b) Monitoring and

evaluation 08/04/2018 27/04/2018

141,683 124255.991

Administration cost

59,685

52343.745

415,784

364642.568

Subtotal

596,846

523433.942

4,157,843

3646428.311

15

3.2 Sub-component 1.2: Enhancing Teacher Professional Development (€13.16 million):

Subcomponent 1.2 aims to support TSC’s ‘Prescribed Module Programs’ and the ‘School Based TPD

Programs’ that will be focused on SME teachers in selected schools in the targeted sub counties. The

objective of subcomponent 1.2 is to improve teaching practices in the targeted sub counties by enhancing

pedagogic and content knowledge of SME teachers. Under SEQIP, TSC will implement the School Based

Teacher Support System and work through CEMASTEA to build capacity of teachers in Science and

Mathematics. A partner institution will be engaged for the delivery of School Based TPD for English.

3.2.1 Implementation policies and procedures for TPD

The following procedure will be used:

a. Analysing Teacher Performance Appraisal and Development (TPAD) data and KCPE & KCSE

reports;

b. Develop training modules covering the eight thematic areas as per the developed standards for

teachers;

c. Deliver the modules to teachers;

d. Assess performance; and

e. Issue certificates to teachers who complete their respective modules successfully.

3.2.2 Objectives

The objective of the first set of intervention is to improve primary and secondary teachers’ competencies

based on the framework provided by the Kenya’s Quality Teaching Standards (QTS). The objective of the

second set of intervention is to improve teaching practices in the targeted sub-counties by enhancing

subject matter as well as pedagogical content knowledge of teachers teaching in Science, Mathematics

and English.


The sub-component has a Disbursement Linked Indicator (DLI) as: share of Science, Mathematics, and

English teachers in grades 7 and 8 and Forms 1– 4 in targeted sub-counties that are certified based on

TPD modules or receive school-based support.

This will be monitored through the following intermediate indicators/ Disbursement Linked Results

(DLRs); (i) Baseline on teachers’ performance gaps in Science, Mathematics, and English established; (ii)

Design of SBTSS and implementation plan finalized; (iii) TPD training modules developed; (iv) Phase 1

of the SBTSS operational in 2,000 primary schools and 500 secondary schools; (v) 10% of teachers have

covered six units of a module by year 3; (vi) Scaling up of the SBTSS based on Phase 1 evaluation to at

least 5,000 primary schools and 1,500 secondary schools; (vii) 20% of teachers have covered 8 units of a

module by year 4; (viii) 30% of teachers engaged in virtual peer-to-peer learning by year 4; (ix) 30% of

teachers are certified by year 5; (x) 50% of teachers engaged in virtual peer-to-peer learning by year 5;

(xi) Reduction in teachers’ performance gaps in science, mathematics, and English over baseline by year

6.


The key expected outputs from the implementation of the various activities in this sub-component include

the following:

a. Competent and certified teachers; and

b. Quality and effective teaching.

16


The key activities for implementation under the sub-component are presented and discussed in the

sections below.


These are activities to be carried out before project effectiveness under the coordination of Technical

Working Group at CEMASTEA. The two preparatory activities that must be undertaken include:

a. Sensitization of all CEMASTEA staff to create ownership: This will be done through a workshop

convened for all CEMASTEA staff. The workshop will be conducted by CEMASTEA SEQIP

team

b. Developing criteria for selection of trainers/facilitators: The activity will be done by TSC and

CEMASTEA through consultative meetings.

Implementation policies and procedures for in-school based support to teachers


a. Analysing Teacher Performance Appraisal and Development (TPAD) data and KCPE & KCSE

reports;

b. Organizing a validation workshop with CDE, TSC-CD, Regional Coordinators, KESSHA and

KEPSHA;

c. Developing teachers support materials, simplified teaching aids and other instructional materials,

and continuous assessment tools:

i. Development of course outline per subject for schools;

ii. Validation of course outline;

iii. Selection, adaptation and development of instructional materials including digital materials

per subject based on the results of the needs assessment and course outline; and

iv. Piloting of instructional materials in sampled schools.

d. Identification of facilitators/trainers:

i. Develop a criterion for identification; and

ii. Select trainers based on the criteria.

e. Train facilitators/trainers:

i. Plan for training;

ii. Invite participants; and

iii. Conduct training.

f. Train teachers:

i. Plan for training;

ii. Invite participants; and

iii. Conduct training.

g. Promote peer-learning and support:

i. Form lesson study groups;

ii. Form WhatsApp groups; and

iii. Classroom observation and feedback.

h. Assess effectiveness of SME training:

i. Develop proficiency pre-test and post test tools;

ii. Administer tools at the start of training in year 1 to get the baseline and end of training in

year 6;

17

iii. Prepare report after administering proficiency pre- & post test tools to teachers and data

analysis; and

iv. Share feedback/ report.

i. Evaluate process:

i. Develop ToRs on the kind of consultancy needed;

ii. Invite institutions to express interest through proposals;

iii. Award contract; and

iv. Receive report.

3.2.6 Implementation arrangement for CEMASTEA

Fig. 3.2: Implementation arrangement of CEMASTA Technical Working Group.

3.2.7 Key risks and mitigation measures to be implemented

The key risks associated with the implementation of this sub-component are; (a) delays in getting TPD

modules ready by the second year of project implementation, limiting the number of teachers that can get

certification; and (b) delays in implementing the SBTSS in English, because of delays in identifying

competent institutions to provide the training. Both risks are mitigated by associating disbursements to

results through achievement of DLRs.

Roles and Responsibilities in implementing sub-component 1.1 and 1.2

For Sub-Component 1.1 and 1.2 the TSC CEO will appoint a Project Focal Point person and establish a

fully equipped core team and Technical Working Group (TWG). The TSC Technical Working Group will

work in collaboration with the CEMASTEA Technical Working Group appointed by the Director,

CEMASTEA. The CEMASTEA TWG will have a representative from Kenya Institute of Special

Education.

18

Role and Responsibility of CEO TSC.

These are:

i. Provide strategic leadership in implementation of project activities;

ii. Official link in communication between MoE and TSC;

iii. Facilitation of the project activities;

iv. Accounting officer for project funds;

v. Approve project work and procurement plans; and

vi. Authorize/approve expenditures for implementation of project activities.

Role and Responsibility of TSC Director Teacher Management

The role of TSC Director Teacher management will include the following:

i) Responsible to the CEO, TSC for implementation of project activities;

ii) Link between the TWG and the CEO; and

iii) Coordination of implementation of sub-component 1.1 & 1.2 activities.

Role and Responsibility of TSC Senior Deputy Director (SDD) Teacher Management

The TSC SDD Teacher management will deputise the Director Teacher Management in the

implementation of project activities.

Role and Responsibility of Project Focal point person for Sub- component 1.1 & 1.2

The role of the focal point person will include the following:

i. Coordinate implementation of sub-component 1.1 & 1.2 activities;

ii. Responsible to the CEO, TSC for implementation of project activities;

iii. Responsible to the DPCAD for implementation of sub-component 1.1 & 1.2;

iv. Participate in procurement of relevant consultants to deliver specific interventions related to the

project activities;

v. Coordinate monitoring and evaluation of project activities;

vi. Identifying and managing risks during project implementation; and

vii. Any other duties assigned to her by the CEO.

TSC and CEMASTEA Technical Working Groups

Roles and Responsibilities in implementing sub-component 1.1 and 1.2

For Sub-Component 1.1 and 1.2 the TSC CEO will appoint a Project Focal Point person and establish a

fully equipped core team and Technical Working Group (TWG). The TSC Technical Working Group will

work in collaboration with the CEMASTEA Technical Working Group appointed by the Director,

CEMASTEA. The CEMASTEA TWG will have a representative from Kenya Institute of Special

Education.

Role and Responsibility of CEO TSC

These are:


ii. Official link in communication between MoE and TSC;

iii. Facilitation of the project activities;

19


v. Approve project work and procurement plans; and

vi. Authorize/approve expenditures for implementation of project activities.

Role and Responsibility of TSC Director Teacher Management

The role of TSC Director Teacher management will include the following:

i) Responsible to the CEO, TSC for implementation of project activities;


iii) Coordination of implementation of sub-component 1.1 & 1.2 activities.

Roles and Responsibility of TSC Senior Deputy Director (SDD) Teacher Management


implementation of project activities.

Role and Responsibility of Project Focal point person for Sub- component 1.1 & 1.2


viii. Coordinate implementation of sub-component 1.1 & 1.2 activities;

ix. Responsible to the CEO, TSC for implementation of project activities;

x. Responsible to the DPCAD for implementation of sub-component 1.1 & 1.2;

xi. Participate in procurement of relevant consultants to deliver specific interventions related to the

project activities;

xii. Coordinate monitoring and evaluation of project activities;

xiii. Identifying and managing risks during project implementation; and

xiv. Any other duties assigned to her by the CEO.

Roles and Responsibility of Project Core team for Sub- component 1.1 & 1.2

The role of the core team will include the following:

i. Lead team in all activities in implementation of project activities;

ii. Identifying and managing risks during project implementation;

iii. Work with the TWG to prepare work plans, procurement plans, budgets, training plans and

reports; and

iv. Coordinate monitoring and evaluation of project activities.

Roles and Responsibility of TWG members for Sub- component 1.1 & 1.2

These are:

a) Provide technical expertise in their area of specialization;

b) Implementation of the project activities;

c) Identifying and managing risks during project implementation;

d) Ensure quarterly reports are prepared for the project activities;

e) Monitoring and evaluation of project activities; and

f) Attend to any other assignments related to project activities.

20

3.3 Sub-component 1.3: Provision of Textbooks (€11.40 million)

The Ministry of Education has been providing textbooks and other instructional materials to schools

through capitation grants under the Free Primary Education and Free Day Secondary Education.

However, concerns have been raised that despite these efforts, schools have very poor Learner Book

Ratios.

This sub-component will be managed by the MOE. The sub-component will: support provision of text

books in upper primary and secondary schools to ensure a pupil book ratio of 1:1; support review the

instructional materials in SME for grades seven, eight and Form One to Form 4; and enhance the capacity

of the MoE to make informed decisions on policies related to the provision of textbooks and associated

learning materials in schools. The sub-component will utilise Disbursement Linked Indicator approach

funded through retroactive financing.

Kenya Institute of Curriculum Development will play a critical role in identification of a course book for

each subject and grade, accompanying teacher guides and supplementary materials.

The Roll out of intervention will be January 2018. For primary schools, the books to be procured include

English, Mathematics and Science. In Secondary Schools, books to be provided include Physics,

Chemistry, Mathematics, Biology and English. Towards the tail end, 30,000 copies of the policy will also

be printed and disseminated to schools. SNE schools in the project areas will be provided with assistive

devices and adapted materials. The component will also contract a consultant to assist the Ministry to

automate the text book management through installation and commissioning of an Automated Textbook

Management System which will be managed from the MoE headquarter.

3.3.1 Objectives

The objectives are to:

a. Ensure timely and cost-effective delivery of quality affordable textbooks and other instructional

material to realise a learner-book ratio of 1:1;

b. Put in place an effective and reliable Automated Textbook Management System; and

c. Enhance the capacity of the MoE to make informed decisions on policies related to the provision

of textbooks.


The Component Lead will organize structured stakeholder consultations with multiple stakeholders to

agree on the roadmap of implementing the intervention. The Cabinet Secretary will also issue a letter to

KICD to signal commencement of review of the catalogue of textbooks and vetting of books both in the

present approved list of textbooks and other instructional materials as well as new books. The Component

Lead in charge of component one will prepare relevant TORs, budgets, work plans and procurement plans

for approval by the Project Steering Committee, the PS and World Bank.


The component will ensure that at upper primary and secondary levels, learners realize a pupil/student -

text book ratio of 1:1 in the SME subjects. Through the help of a technical assistant, the MoE will develop

a new instructional materials policy; organize brainstorming session to develop consensus on textbook

procurement and distribution strategy (Parents will be involved so that children receive books in a cost

effective and timely manner); purchase and distribute books to school; and leverage on the ongoing

National Education Management Information System (NEMIS) re-engineering to develop and

21

operationalize an ICT-based Textbook Management Support System (TMSS) at the MoE. Overly, the

Government will reassure the stakeholders that the instructional materials scheme is of high integrity.


Preparatory stage

a. Textbook /provision of textbooks Strategy Development: The DPCAD will organize a one-week

stakeholder workshop to develop a draft strategy. The Draft will then be presented to Senior

Management for further for further input and approval before sending it to the Principal Secretary for

approval. This key milestone will ensure that the key stakeholders agree to the process.

b. Needs Assessment: The Component staff will develop a needs assessment tool to be used by schools

to establish their actual textbook needs. The Principal Secretary will send the tool to CDE for onward

transmission to schools before the end of 2017. The heads will complete the tool and return after

completion. CDEs will to analyze and collate school needs and send the compiled needs to

Component Lead. Component Lead will then seek concurrence with the Principal Secretary.

c. Request for Bids: The Ministry will through KICD conduct a one- envelope bidding process based on

price and book distribution cost. KICD will do a restricted tendering and invite the publishers whose

books appear in the current catalogue (Orange book). For the new curriculum KICD will advertise for

interested Merchants/Publishers to submit new materials for a full evaluation. KICD will prepare an

advert calling for publishers and other interested authors to submit their textbooks to KICD for vetting

and consideration to be approved as course books or supplementary material. The Advert will appear

in three national dailies. The Ministry will then prepare a sealed tender box for collection of bids. The

PS will appoint a committee for tender opening and evaluation and the committee for Inspection,

Compliance and Acceptance. The letters of appointment will be initiated by DPCAD.

d. Opening of tenders: KICD will notify members on opening of tender box at appointed time after

signing a letter initiated by the Head, Supplies Chain Management. The Committee will open the bids

witnessed by the bidders and compile a report. The approved reports will be submitted to the Principal

Secretary- Basic Education.

e. Appointment of vetting panels: The book vetting Panels will mainly consist of teachers. The vetting

process will interface online and current processes of vetting. The Director KICD will write to the

CEO Teachers Service Commission to request for release of teachers who are members of vetting

panels to participate in the exercise. The panels will carry out the vetting in a residential workshop. At

the end of the exercise, the committee will then prepare a report.

f. Notification for award of contract to supply the identified course books and other instructional

materials to schools: The Head Supplies Chain Management (HSCM) will draft a notification letter to

notify the authors/publishers of books which will have been identified as course books and

supplementary materials. The HSCM will dispatch the written communication and ensure it is

physically delivered to ensure no delays.

g. Signing of Contract: The HSCM will prepare of draft contract. The contract will be presented to the

PS for signature with an evaluation Report from KICD. After PSs signature, supplier will be invited to

sign the contract. The Ministry will then manage the Contract.

h. Adaptation and distribution of books for Learners with visual impairment: The Component Lead

will through the Project Coordinator and the DPCAD, cause the PS to sign communication to the

22

Directors KIB and KISE requesting for nomination of members to the text books for special needs

(Visually Impaired learners) adaptation committee. The committee will be appointed by the PS. The

following steps will be followed in the process:

i. Develop a programme and budget for adaptation based on the approved work plans;

ii. Procurement of a suitable venue for adaptation of the books;

iii. Component 3 lead to cause invitation of the committee to adapt the books at the

procured venue;

iv. Component 3 lead to coordinate procurement of production services and packaging of

quantities of adapted books needed for distribution to schools;

v. Coordinate packaging of the adapted books for distribution according to school needs;

and

vi. DPCAD to coordinate SCDEs for collection brailed books and delivery to schools.

Implementation phase

i. Development of Training Manual on Text Book Management: The DPCAD will initiate the

Procurement of a consultant to lead the process of development of Automated Textbook Management

System. The PS will appoint a panel to develop a Textbook Management Manual and the panel will

be representative. The lead of the subcomponent will organize a retreat for the same for ten or less

days. The panel will develop manual and present to PSC for approval.

The consultant will guide DPCAD on the Procurement of equipment for installation of the Automated

Textbook Management System. In addition, he will develop the Automated Textbook Management

System, commission and maintain the system.

j. Delivery of Books: The PS will issue an introduction letter to the suppliers so that they will have easy

movement to counties and schools. The suppliers will be expected to ensure proper packaging of

books, Loading and transporting to respective destinations.

k. Verification- Inspection for compliance and acceptance: The compliance and acceptance committee

will be dispatched. The program for verification will be developed by DPCAD and verification teams

dispatched.

l. Issue of Invoices and supporting documentation by Supplier: The suppliers will Prepare

receipts/invoices/delivery notes; and Submit to HSCM –MOE for processing of payment

m. Payment of Supplier and termination of Contract: The HSCM will seek approval from PS, prepare

and process payment vouchers, prepare cheers for signature by PS and Senior Chief Finance Officer

(SCFO).

n. Sensitization of Education managers and teachers on Text Book Management and Utilization: The

sensitization will be geared towards building institutional capacity for effective management and

productive utilization of books. It will target Field Education Officials, teachers and pupils. The

capacity building will also offer an opportunity to sensitize Field Education Officials and teachers on

the new policy approach to procurement and distribution of textbooks. It will embrace a cascade

model that will be preceded by development of a training manual and preparation of programmes and

other training materials by the SEQIP team. It will then be rolled out beginning with National trainers

at National level followed by Master trainers who will train Education Officers, QASOs, CSOs and

Champion teachers at County level. The CSOs and Champion teachers will then cascade the training

23

to zonal level where they will train teachers from each school. In the zone three teachers for SME

subjects will be targeted. The three teachers per school will be coordinated and supported by the

Champion teachers to train others at school level. For secondary, Education Officers, QASOs and

Champion teachers will train teachers of English, Mathematics, Biology, Chemistry and Physics at

Sub-County level. The next training will then follow at school level. The PS will request for release

of panelists (teachers), procure venues, communicate to participants to carry out training and write a

report.

o. Development of a new policy on Text Book Management: The Project will support the Directorate of

Policy Partnerships and East African Community Affairs (DPP&EACA) to develop this policy. The

DPP&EACA will appoint a panel to develop the policy and organize a 10-day retreat for the same.

There will also be stakeholder consultative meetings. A draft policy will be developed and presented

to PSC for approval. DPP&EAC will then procure Printing of 30,000 copies of the policy. The

DPP&EACA will then organize a national forum to launch the policy and thereafter disseminate using

the website and other forums.

3.3.5 Implementation arrangement for the Text Book Sub- component

Roles and responsibilities

The Ministry of Education through DPCAD will:

a. Give guidelines for procurement of textbooks/course books in the SEQIP Procurement Manual,

work plan and procurement plan;

b. Authorize KICD to initiate the process of book/instructional material vetting;

c. Prepare an advertisement requiring that publishers submit books quoting a competitive, reduced

price for Evaluation (from those existing in the approved catalogue or fresh publications) and

come up with vetting panels / evaluation reports;

d. Pay the vetting panels;

e. Consider the vetting report from KICD;

f. Inform the publisher/s/author whose book has won the core book category;

g. Consider acceptance letters and prepare contracts for the winning publisher(s);

h. Process signing of the contract with support from HSCM;

i. Organize for the adaptation of the textbooks through KICD;

j. Process payment after verifying that books have been delivered;

k. Preparation of training manual on Management of Instructional Materials;

l. Conduct trainings on instructional materials;

m. Procurement of Braille Kits for visually impaired, braille machines, braille mathematical tables,

Audio devices for learners with visual impairment and hearing aids for learners with hearing

impairment;

n. Monitor the provision of text books and other SNE instructional support devices;

o. Compile progress reports;

p. Procure a lead consultant to prepare new instructional materials policy;

q. Organize stakeholder engagements;

24

r. Develop a new instructional material Policy;

s. Print and disseminate instructional material policy and adoption;

t. Establish an ICT-based textbook management support system (TMSS);

u. Operationalize EMIS module on text book management. The EMIS under Phase 1 of GPE GPE-

PRIEDE Program is ending in 2019. This will be the ICT system that will monitor textbooks in

schools;

v. Procuring a data analysis consultant to support the TMSS;

w. Train stakeholders on use of the TMSS; and

x. Set up an evaluation committee whose deliverable will be a recommendation of course book(s) for

each subject and grade for award of contract to supply books to schools. The Committee should

consist of KICD and Ministry Staff.

The KICD will:

a. Request for Bids;

b. Open the tender and conduct the evaluation;

c. Prepare a new text book evaluation criteria clearly citing the parameters that must include;

quality, content and cost(where cost shall include the most realistic and cheapest expense in

distribution);

d. Compile proposals from publishers per subject per grade in preparation for vetting and evaluation;

e. Set up lean vetting and evaluation panels;

f. work with MOE in vetting, evaluation of textbooks and teacher guides;

g. Come up with a list of course books and teacher guides for all grades;

h. Come up with a list of approved supplementary curriculum support materials;

i. Review the list of approved supplementary curriculum support materials regularly;

j. Develop instructional materials for areas overlooked by the publishers; and

k. Submit an evaluation report to the Ministry indicating the best evaluated core book per subject and

grade.

25

Fig. 3.3: Organization structure for implementing sub-component 1.3: Provision of Text books

3.3.6 Monitoring and Evaluation

The component will organize quarterly field progress monitoring activities as well as annual

monitoring activities and write reports. The Teams to undertake the monitoring activities will use

standard monitoring and reporting tools that will be approved by the SEQIP technical committee

3.3.7 Key Risks and Mitigation Measures

There is a possibility that the book sellers will oppose the program because they are cut out. There

may be also litigation because the issue of one core book is likely to throw many entities out of

business.

Mitigation measures

The KICD will ensure wide stakeholder consultations and use a communication strategy to pass

accurate messages on the project. Those books which will not qualify as course books will be listed as

supplementary materials.

26

Table 3.3A: Schedule for implementation for Sub-component 1.3: Provision of Textbooks for FY 2017/2018-2018/2019

ACTIVITY START FINISH

FY 2017/12018 FY 2018/2019

BUDGET

Q1 Q

2

Q

3

Q

4

Q

1

Q

2

Q

3

Q

4 KSH USD3

O R A O R A

1.3 Provision of text books- Year 1

940,931,200 9,224,815.69

Selection of Course Books 25/9/17 25/12/17 4,515,000 44,264.71

Training 1/1/18 12/1/18 3,660,000 35,882.35

Procurement and Distribution of books 1/11/17

28/2/18

456,904,700 4,479,457.84

Adaptation of Books 7/9/17 25/9/17 11,252,400 110,317

Procurement of Adapted Materials (Based on Framework

agreement) 9/4/18

31/4/18

7,312,500 73,125

Procurement of Assistive devices 9/4/18

31/4/18

66,835,000 655,245

Sensitization of Education Managers and teachers on

Management and utilization of instructional materials 13/8/18

17/8/18 829,953,000 8,136,794.12

Monitoring of the subcomponent 5/3/18

30/11/18

4,927,000 48,303.92

Year 2

904,085,886 8,863,587.12

1.3 Provision of textbooks

1,280,402,486 12,552,965.55

Procurement and Distribution of books 14/1/19

29/2/19

456,904,700 4,479,457.84

Procurement of Adapted Materials (Based on Framework

agreement) 14/1/19

29/3/19

7,312,500 71,691.18

Instructional Material Policy Development 5/8/19

30/12/19

10,441,700 102,369.60

Establishment of an ICT-based Textbook Management

Support System (TMSS) 24/3/19

31/7/19 376,316,600 3,689,378.43

Monitoring of the Sub-components 14/1/19

31/12/19

4,927,000 48,303.92

3 1 US Dollar = KSh 102.00

27

SECTION 4: COMPONENT 2 - IMPROVING RETENTION AND TRANSITION (€115.76

MILLION) Component overview

This component will address the critical supply and demand issues that constrain retention at primary and

secondary schools and transition from primary to secondary. The Component also aims at addressing

constraints to retention and transition through 2 interventions, namely: (a) provision of a Minimum

package of Safe School Infrastructure (MPSSI) and ICT-enabled training facilities for education

managers; and (b) addressing retention issues through three thrusts (i) advocacy and social support, (ii)

scholarship and mentoring interventions, and (iii) Scholar skits. The MPSSI will include schools for

special needs in the targeted sub-counties. This component will be managed by the MOE through

DPCAD.

4.1 Sub-component 2.1: improving school infrastructure Component (€72.0 million)

4.1.1 Overview

This sub-component will provide infrastructure, including class rooms, laboratories, washrooms and

potable water in selected secondary schools; and wash facilities in selected primary schools. Through this

Subcomponent, four (4) Design and Construction Supervision Consultants (DC&CSs) will be hired to

support DPCAD to deliver the component. In addition, the Ministry will request the Ministry of Public

Works, Housing and Urban Development to second one electrical Engineer, one Civil Engineer, an

Architect and two Quantity Surveyors to the project to assist in the infrastructure activities.

About 3,000 primary schools and 1,000 secondary schools including those for Special Needs will benefit

from this subcomponent. Construction will be preceded by a needs assessment. Real civil works will

commence in 2019. At the national level one modern training center with boarding facilities for training

of national, county, and sub county education officials and school managers will be put up and fitted with

necessary fixtures, furniture, and ICT equipment. In primary schools the component will finance

construction of toilets, water facilities, and replacement of highly unsafe structures. At secondary level,

construction of additional classrooms, science laboratories, multipurpose rooms/libraries, and dormitories

will be done depending on school-based infrastructure needs.

4.1.2 Objective of the sub-component

The objective of this component is to improve learning environment in targeted schools.


Budgets and procurement plans will be developed. An infrastructure needs assessment report will be

developed and approved by PSC before infrastructure works are initiated. DPCAD and the D&CSC will

ensure the designs; Bid Documents, Bill of Quantities and other approvals are in place.


The intervention will create extra learning support facilities in selected schools. One modern training

facility for education officials will be constructed and fitted with necessary fixtures and equipment. Every

school in the project will have a GIS installed.


28

The infrastructure development will be accomplished in six stages: (i) hiring of four Design and

Construction Supervision Consultants to provide technical support; (ii) School-Based Needs Assessment;

(iii) preparation of work plans, design, Bill of Quantities, and Bid Documents; (iv) supervision to

completion; (v) capacity building; and (vi) completion and commissioning.

Preparation phase

a. Preparation of TORs for DC&SCs, infrastructure protocol and strategy: These documents will be

prepared by the Project Preparation Team with Technical Assistance from the WB. The documents

will be the reference point for all infrastructure projects in the intervention.

b. Hiring of DC&CSs: The DPCAD will within 6 months of project effectiveness competitively, hire 4

DC&SCs to provide technical support to the infrastructure sub-component. The 110 targeted sub-

counties will be divided into 4 regions and each DC&SCs will be responsible for (one) 1 region. All

the activities under this sub-component will be implemented and monitored in accordance with the

infrastructure development strategy and protocol agreed at credit negotiations and included as an

annex to this PIM.

Implementation phase

a. School-based Needs Assessment (NA): The DC&SCs with the DPCAD will carry out needs

assessment in their respective zone. The Needs Assessment will be based on the MOE’s MPSSI norm

and focus on the schools selected using the criteria provided in the in the PAD. The DC&S&Cs will

conduct topographical survey of the school sites. The DC&SCs will review the status of land titles of

the school and ascertain if the land is free from encroachment and/or use by local community and if

there will be a challenge, resulting to grievance resolution mechanism. The DC&SCs will then record

the numbers and use of buildings existing on the site and their physical condition, materials of

construction and year of construction. They will then prepare a list of additional construction/

rehabilitation facilities required at each school to fulfill the MPSSI requirements. They will ensure

optimal use of existing infrastructure.

The DC&SCs will prioritize the school specific interventions that support the project KPI considering

the WB’s environmental and social safeguard requirements. The DC&SCs will prepare a report to

DPCAD on all the findings of the NA for onward transmission to the PS for approval. The DC&SCs

will install GIS in all target schools. Based on the findings of the NA, infrastructure development

work plans will be prepared and approved by PSC for execution.

b. Preparation of work plans, packages, design, bill of quantities, and bid documents: The main task of

DC&SCs shall be to prepare standard designs suitable to the site-specific conditions and a master plan

for each school for the facilities included as per the MPSSI list. The DC&SCs will prepare the work

plans and works packages based on the findings of the needs assessments, prepare design, Bill of

Quantities and BID documents for works, goods (classroom furniture) and other equipment. The

DC&SCs should ensure that the environment, health, safety and social aspects are incorporated into

the bidding documents and contracts.. The MoE (DPCAD) will call for bids, evaluate and award

contracts. The MOE will evaluate Bids with the assistance of DC&SCs and award of contract. The

Contractors are estimated at 30, each of who may concentrate on One County.

29

For new construction project, the design shall be of optimal standards as per the Kenya Building

Construction Code. The designs will incorporate the required structural seismic risks standards.

Replacement of unsafe structures shall be undertaken for each site individually. The design will take

the social and environmental safeguards requirements into consideration. The technical specifications

will be configured and detailed for easy understanding by the contractors and all stakeholders. Aspects

of SNE friendly activities will be assured

c. Supervision of works: County public works officials will be involved right from the design stage.

Each of the School Board of Management (BoM) of will be involved in the entire exercise up to

including reviewing the proposal and endorse the drawings for local level validation and ownership.

The design of the training center will conform to the standard norms available with the MoE and will

be furnished with necessary furniture and ICT equipment. A new ICT-enabled training infrastructure

at the national level with a training center and a hostel will be conceived, designed and implemented.

The engaged contractors will embark on their assignments but will on day today basis be expected to

be supervised by the DC&CSs. The DC&SCs will assist with contract management, and supervise

construction quality, prepare and submit monthly progress report and carry out capacity building

within the system.

The contractors will only be paid upon verification of work done by the DC&SC and coverage of

agreed milestones. The DC&SCs will also provide the MoE with a comprehensive database on the

infrastructure status and needs in view of the demographic and school enrollment projection in

primary and secondary schools in the 110 sub-counties.

4.1.6 Roles and Responsibilities of implementing partners

Sub-component 2.1 will be implemented by the MoE with the support of DC&SCs

The MoE will hire DC&SCs to undertake the following:

a. Assist the MOE to carry out schools infrastructure Needs Assessment and liaise the Ministry of

Public Works and School Boards of Management in the design, supervision and commissioning of

the infrastructure;

b. Preparation of Bills of Quantities (BQs) and drawings; preparation of technical specifications;

c. Preparation of tender documents and floating of tenders as per the GoK and World Bank

regulations;

d. Support in bid valuation;

e. Supervise construction to completion;

f. Obtain necessary approvals from Ministry responsible for Public Works and County

Governments;

g. Support the MOE to ensure Compliance with World Bank environmental and social safeguards;

and h.

i. Certify Payments for works undertaken by contractors to the satisfaction of the MoE.

30

Table 4.1A Schedule for implementation for Sub-component 2.1 for 2017/2018-2018

START FINISH FY 2017/2018- 2018/2019

ACTIVITY FY 2017/2018 FY 2018/2019 TOTAL

(KSHS.)

TOTAL

(USD.)

Component 2.1 O O Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Hiring (EOI & RFP bidding, evaluation

& award) of 4 DC&CSs 1/8/17

31/3/18

6,550,000

Needs Assessment for MPSSI works

(Development of tools, assessment of

schools in 30 Counties)

1/1/18 30/6/18

203,000,000

Needs Assessment for MPSSI works

(MOE team assessment of schools in 30

Counties)

1/1/18 30/6/18

26,000,000

Development of Technical Manual for

Capacity Building on Infrastructure &

Printing

1/1/18 31/3/18

16,000,000

Familiarization Tour with for Best

Practices in similar Construction Projects

in a Foreign Country

1/1/18

15/2/18

7,000,000

Capacity Building Principals, BoMs and

County Officers on Infrastructure

Management

1/7/18 30/9/18

31,350,000

DC&SCs Work Plans & Packages,

Designs & BQs, Bidding & Contracts

Awarded

1/7/18 31/3/19

351,500,00

Construction Works in Schools 1/1/19 31/6/19

1,525,000,000

Construction Works of National ICT

Centre 1/4/19 31/6/19

371,250,000

Construction Supervision by DC&CSs' 1/1/19 31/6/19

128,000,000

Construction Supervision and

Monitoring by County Teams 1/1/19 31/6/19

112,000,000

31

START FINISH FY 2017/2018- 2018/2019

ACTIVITY FY 2017/2018 FY 2018/2019 TOTAL

(KSHS.)

TOTAL

(USD.)

Construction Supervision and

Monitoring by MOE 1/1/19 31/6/19

52,000,000

Furniture Designs & Packages, Bidding

& Contracts Awarded

1/4/19

31/6/19

39,000,000

Furniture Fabrication, Supply and

Delivery to Schools

0.00

GIS Procurements & Installation 1/10/18

31/3/19

91,200,000

32

Fig 4.1: Organization structure for implementing sub-component 2.1

4.1.7 Key risks and Mitigation measures

Some of the areas are security operational zones and hence there is a possibility of delaying the activities.

Some of the areas also receive frequent flooding after rains.

Risk mitigation measures

Implementation of ESMF and VGMF recommendations will be prioritized. The Ministry will work

closely with the Ministry of Interior and Coordination of National Government to ensure that security is

given proper consideration. Constructions will mainly be carried out during dry seasons.

33

4.2 Sub-component 2.2: Improve Retention in Upper Primary and Transition to Secondary of Poor

and Vulnerable Students (€43.85 million)

Overview

This sub-component seeks to address the educational and socio-economic needs of vulnerable and

marginalized learners especially girls, at risk of dropping out at the end of the primary cycle to facilitate

their transition to secondary school and enable them complete basic education.

This sub-component comprises of two programs. (i) Improving retention in upper primary school with

two thrusts: Advocacy; and social support in which beneficiaries will be given school kits to offset

indirect costs borne by parents of poor and vulnerable children which is a threat to retention. (ii)

Transition from primary to secondary school with three thrusts: Provision of scholarships; social support

in which beneficiaries will be given school kits to enhance retention; and mentorship to help scholars both

boys and girls to cope with schooling and other social challenges.

4.2.1 Objectives

The objective of this sub-component is to improve retention in upper primary and transition to secondary

of poor and vulnerable students.

The performance indicators include:

i. Trained stakeholders on use of the scholarship and social support management support system;

ii. Minutes of NEMIS Scholarship module design meetings;

iii. Minutes of meetings for development of a complaint resolution framework;

iv. Engaged partner consultancy services to design a scholarship implementation programme;

v. Approved TORs, adverts on expression of Interest, evaluation report and list of prequalified

bidders for the scholarship programme;

vi. Minutes of meetings for the programme design, workshop attendance lists and reports; and

vii. Engaged partner consultancy services to design a scholarship Advocacy programme

viii. Approved ToRs for identification of partner agencies for the Advocacy programme,

advertisements on expression of interest and/or minutes, evaluation report and list of prequalified

bidders.

ix. Developed Operational Manuals for both advocacy and the scholarship programmes

4.2.2 Intermediate indicators / Outputs

a. Improved Retention of Upper Primary Students

The following are the indicators for the pre-project effectiveness activities.

(i) Preparation of TORs, adverts on Expression of Interest, evaluation report and list of prequalified

bidders.

(ii) Brainstorming and Technical meetings

b. Improved transition to secondary education

The following intermediate indicators will apply:

(i) Framework developed for coordination of scholarships offered by various scholarship providers

(ii) Established ICT-based scholarship and social support management support system ; and

(iii) Operationalize NEMIS module on scholarship and social support management. The NEMIS

under Phase 1 of GPE-PRIEDE Program is ending in 2019. This will be the ICT enabled system

that will be used to track scholarship and social support beneficiaries.

34

4.2.3 Key Activities


The project shall accomplish the following before project effectiveness:

(a) Improved Retention of Upper Primary Students

DPCAD shall:

(i) Initiate development of social mobilization strategy;

(ii) Procure consultancy services for design and implementation of an advocacy, and social support

programme. To facilitate this, the SEQIP Implementation team will:

a) Request for Expression of Interest; and

b) Evaluate bids.

(b) Improved transition to secondary education

At the preparation stage, DPCAD shall:

(i) Develop a framework for coordination of scholarships offered by various scholarship providers;

(ii) Develop TORs for the consultancies and agencies in this component;

(iii) Initiate design and operationalization of a module under NEMIS for management of scholarships;

(iv) Develop a framework for complaint resolution;

(v) Identify two agencies for design and implementation of a secondary education scholarship and

mentorship scheme targeting a minimum of 18,000 beneficiaries. This entails:

a) Calling for Expression of Interest

b) Evaluation of bids; and

c) Award contract.

(vi) In partnership with the scholarship implementing agencies and other stakeholders, design a

secondary education scholarship and mentorship programme.

(vii) Identify two agencies for advocacy Programme:

a) Call for Expression of Interest; and

b) Evaluation of bids.

Implementation Activities

(a) Implementation of a targeted social support program will entail the following activities:

i. The partner agencies in collaboration with the MoE shall carry out social mobilization of parents

and community leaders in the targeted counties;

ii. Social mobilization strategy development initiated; Indicators here include minutes of meetings;

attendance list and Programme of activities.

iii. Sensitize the target beneficiaries of social support and school kit about the programs;

iv. Identification of the vulnerable children for social support, including school kit beneficiaries at the

Upper Primary Education

(b) Scholarships combined with mentorship program

i. The MoE will Select /procure two (2) Partner Agencies to implement the scholarship and

mentorship programs;

ii. The MoE will establish a Technical Working Group on Scholarships for advisory and

coordination role of student scholarship programs offered in the country;

35

iii. Develop criteria for selection of beneficiaries of scholarship and school kits;

iv. The Agencies in collaboration with MoE will develop a strategy and an implementation

manual for scholarship and mentorship programs;

v. The agencies will identify beneficiaries of scholarships, school kits and establish the

specifications of individual school kit;

vi. The partner agencies in collaboration with the MoE will Constitute Community Selection

Boards (CSBs);

vii. MoE will disburse the scholarship and social support funds to the schools; and

viii. MoE will procure third party verification firm to conduct third party independent

verification.

The Ministry of Education will engage the services of two agencies to design and implement a scholarship

programme in the targeted Sub-counties which will be divided into lots (as per Annex1) with each agency

bidding for not more than two lots. The agencies shall collectively be expected to design and implement a

secondary education scholarship and mentorship programme targeting a minimum of 18,000

beneficiaries; and conduct process evaluation of the activities

4.2.4 Implementation Indicators / Outputs

The following shall be the outputs of this sub-component

(a) Outputs on targeted advocacy and social support program and provision of a school kit.

Key outputs are:

i. Annual social mobilization reports;

ii. Selection criteria for beneficiaries of school kits;

iii. Minutes of Community Selection Boards (CSBs);

iv. Acceptance reports on procured school kit items; and

v. List of issuance of the school kits; and annual process evaluation reports.

(b) Scholarships combined with mentorship program

Key outputs are:

i. TORs and signed contracts for engagement of Partner Agencies implementing the scholarship and

mentorship programs;

ii. Minutes of inauguration of the Technical Working Group on Scholarships;

iii. Operational Manuals on implementation of the scholarship and mentorship program; and

iv. Minutes of inauguration of Community Selection Boards (CSBs) and their beneficiary selection

meetings;

v. An ICT based scholarship and Social Support Management Support System.

vi. List of beneficiaries; scholarship disbursement schedules;

vii. TORs and signed contracts for engagement of a third-party verification firm;

viii. Reports on implementation of the scholarship and mentorship program; and

ix. List of beneficiaries of school kits and specifications of individual school kit.

36

4.2.5 Implementation arrangements

Roles and Responsibilities of implementing partners

Sub-component 2.2 will be implemented by two scholarship and mentorship implementing agencies; and

two competitively procured advocacy programmes agencies who will be hired by MOE-DPCAD.

(ii) Advocacy Programme

This intervention is aimed at improving retention at the upper primary (grades 7 and 8) in areas with high

dropout rates. The DPCAD will identify the Sub-counties out of the 110 targeted Sub- county where drop

out cases are rampant using existing Education Management Information System (EMIS) data as an entry

point for the agencies. The Agencies will launch social mobilisation campaigns within the communities to

enhance school participation in these sub-counties. The Agencies in consultation with the Community

Selection Boards (CSB) will also identify the very needy learners to benefit from social support which

includes school kit and for consideration of the scholarship. On identification of the needy cases the

agency will then take and collate, measurements for the school kits and submit to DPCAD to facilitate

central procurement through a Framework Agreement with the suppliers. A school kit will be understood

to mean, a standard pack containing personal effects, school uniform and basic learning materials such

as geometrical sets, pens,/ pencils , rubbers and rulers. The Agencies will also be expected to:

i. Work closely with DPCAD to design an advocacy Implementation Strategy;

ii. Develop operational manuals for advocacy outlining the protocols and procedures;

iii. Implement the advocacy Implementation strategy in the sampled sub- Counties. This will be

coordinated by DPCAD and at the county level by the County Project Coordinators;

iv. Provide the necessary reports when required by MoE;

v. Make full disclosure of information on the program to all the stakeholders as may become

necessary; and

vi. Work closely with the MoE (DPCAD &DPP&EACA) to operationalize the school-based tool kit

on gender sensitization and prevention of students’ violence

vii. Develop a matrix of advocacy (mapping of where the children are and the corresponding school

kits).

(ii) Scholarship and mentorship Programme

The MoE will engage two scholarship implementing agencies to carry out the following activities:

a) In collaboration with the ministry of education, design a scholarship scheme for at least 18,000

beneficiaries drawn from thirty (30) counties targeted by the project. The design shall include

modalities of identification of the scholarship beneficiaries which should be uniform in all the

counties. The total scores based on being an orphan, having suffered abandonment and neglect,

being a destitute and demonstrating reasonable academic performance and sound discipline. Identify

the beneficiaries for the programme in terms Academic performance. Counties with the lowest

retention and transition will have a lower cut off;

b) Constitute an all-inclusive Community Selection Boards (CBS) capable of guaranteeing a fair and

transparent rigorous beneficiary selection process;

c) In collaboration with implementing agencies, design a school-based mentorship scheme for the

18,000 beneficiaries of the scholarship programme. The mentorship programme encompasses a set

of strategies designed for the purposes of moulding, motivating, inspiring the learners, improving

interpersonal relationships, coaching, training, instilling respect and responsibility, service to others,

value for work, patriotism, creativity, innovation and entrepreneurship etc. This will be realised

through;

37

i. Monitoring Academic performance of the learners

ii. Organising for tuition

iii. Offering guidance and counselling to the students

iv. Empowerment through life skill training and living values

v. Leadership training

vi. Community Service Learning

d) Support the implementation of the scholarship and mentorship programme in a period of six (6)

years;

e) Provide annual reports to the Ministry on both programmes;

f) Provide on demand the requisite support documents to the third-party verification agency;

g) Make full disclosure of information on the programs to all the stakeholders in the targeted sub-

counties;

h) Validate selected scholarship beneficiary’s households by home visits;

i) In collaboration with the ministry, regularly monitor and evaluate the programme during project

implementation; and

j) Compile evidence based progress and attendance records of the scholarship beneficiaries from the

schools.

The DPCAD will also establish a Technical Working Group on scholarships comprising representatives

of main governmental and non-governmental agencies managing scholarships in the country for advisory

and coordination of students’ scholarship in the country.

(iii) Procurement of School Kit

The DPCAD will tender for the school kit which will be packaged in lots to distribute to the targeted

beneficiaries. The bids shall be evaluated on the basis of cost and quality of the kit items. The cost

quoted shall include the procurement, packaging and distribution of kits to the beneficiaries. MoE will

establish mechanisms for quality assurance to ensure the standards of the items in the school kits are

of good quality. The successful bidders will be expected to;

i. Make full disclosure of information on the program to all the stakeholders as may become

necessary

ii. Provide verifiable kit distribution schedules to MoE.

iii. Develop a framework for the provision of the school kits detailing the logistical arrangements

and procedures in collaboration with DPCAD.

iv. Ensure quality kit items are supplied to the beneficiaries.

v. Submit distribution schedules to MoE –DPCAD.

The DPCAD will facilitate the agencies with the necessary approvals; letters of introduction and making

request for security in collaboration with the Ministry of Interior where needed. DPCAD will collaborate

with the agency to carry out monitoring and evaluation of the programme.

38

Fig 4.2: Implementation Arrangement for Social Support and the Scholarship Program

4.2.6 Key Risks and mitigation measures

The main risks associated with this subcomponent include: potential beneficiaries have little knowledge

about the social support and scholarship programs; nepotism in the selection of eligible candidates for the

programs; unmet expectation of possible beneficiary’s from outside the project area; danger of

development of dependency syndrome in the target beneficiaries; and occurrence of other intervening

factors. To mitigate the first risk, the MoE will develop and implement a communication strategy to

disclose information on the programs to all the stakeholders in the targeted sub-counties, drawing on the

extensive grassroots network of the MoE’s partner agencies for this subcomponent. With respect to the

second risk, mitigation measures include identification of eligible candidates by the implementing

agencies (IAs) through a rigorous community-based selection process and validation of selected

beneficiary households and establishment of a grievance redress mechanism to address complaints about

program processes. In addition, the possibility of scaling up the project nationally will be explored, and

the advocacy programme designed to address dependency syndrome among other concerns. The other

39

intervening factors will be addressed as they arise in regular monitoring and evaluation during project

implementation.

40

4.2.7 Implementation schedule

Table 4.2A: Schedule for implementation for Sub-component 2.2 for 2017/2018-2018/2019

FY 2017/2018-FY 2018/ 2019

ACTIVITY

START FINISH BE FY 2017/2018 FY2018/2019 TOTAL

(KShs.)

TOTAL

(USD.) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Procurement of partner

agency for design and

implementation of an

advocacy and social support

programme.

1/10/2017 31/3/18

41,271,100 404618.6275

Procurement of Scholarship

and Mentorship

Implementation Agency.

1/10/2017 31/3/18

61,271,100 600697.0588

Design of a secondary

education scholarship and

mentorship programme

1/1/2018 31/3/18

1,000,200 9805.882353

Develop a framework for

coordination of scholarships

offered by various

scholarship providers

1/1/2018 31/3/18

1,955,900 19175.4902

Constitution and facilitation

of Community Selection

Boards

01/03/18 30/04/18

5,444,500 53377.45098

Roll-out the advocacy and

social support programme in

the project targeted areas.

1/4/2018 30/6/19

1,733,400 16994.11765

Monitoring of advocacy and

social support programme

by DPCAD and CPCU

1/4/2018 30/6/19 633,000 6205.882353

Develop a framework for

complaint resolution 1/1/2018 31/3/18

896,500 8789.215686

Identification of 9,000

beneficiaries for secondary

education scholarship and

mentorship and 9000 upper

primary grade

1/5/2018 30/6/19

13,558,000 132921.5686

41

FY 2017/2018-FY 2018/ 2019

ACTIVITY START FINISH BE FY 2017/2018 FY2018/2019

TOTAL

(KShs.)

TOTAL

(USD.)

beneficiaries for social

support and mentorship

programme

Procurement of school kit 1/4/2018 30/6/18 1,307,100 12814.70588

Establishment of an ICT-

based Scholarship and

Social Support Management

system

01/07/18 31/12/18

42,567,600 417329.4118

Validation of the identified

secondary scholarship and

primary social support

beneficiaries through home

visits of a representative

sample by DPCAD in the 30

targeted counties.

1/7/2018 30/9/18

8,006,800 78498.03922

Disbursement of

scholarship funds for 2019

to schools

1/11/2018 31/12/18

450,000,000 4411764.706

Disbursement of cumulative

total fund for school kits

for procurement and

distribution to learners.

1/11/2018 31/12/18

90,000,000 882352.9412

Monitoring scholarship and

social support programmes

by DPCAD and CPCU

01/03/19 30/6/19

2,864,500 28083.33333

Advocacy and social

support programme

workshops.

1/4/2019 30/6/19

3,242,500 31789.21569

TOTAL

725,752,200 7115217.647

42

Section 5: Component 3 - System Reform Support (€17.54 million)

Overview

This component responds to Kenya’s aspiration to reform the education sector by among others;

reforming the education structure from the current 8+4+4 to the new 2+6+3+3. The reform of the

education structure makes it necessary to reform the curriculum to make it responsive to the socio-

economic realities of Kenya, Vision 2030 and the aspirations of the Kenya Constitution 2010.

It is specifically tailored to support the Kenya Institute of Curriculum Development (KICD) in the

introduction and implementation of a Competency Based Curriculum (CBC) in grades 4 to 9. This entails:

training of panellists on CBC; developing scope and sequence charts; developing curriculum designs

(syllabuses); training of teachers, Education officers and other stakeholders; evaluation and vetting of

instructional support materials. In addition, the component will support the Kenya National Examinations

Council (KNEC) to introduce and institutionalize Competency Based Assessment (CBA). This will

entail; building capacity of KNEC, teachers and institutional managers on CBA, establishment of modern

infrastructure that is responsive to the needs of a CBA regime and monitoring systems for learning and

education quality.

Objective of the Component

The objective of the Component is to support education system reforms targeting development and

introduction of a competency based curriculum and national system for Monitoring Learning Progress

(MLP) and National Assessments.

The component has two sub-components 3.1 and 3.2 to be implemented by KICD and KNEC

respectively: Sub-component 3.1 will support KICD in development and introduction of a competency

based curriculum and Sub-component 3.2 will support KNEC in Strengthening of National System for

Monitoring Learning Progress and National Assessment.

Operational arrangements and information will flow as illustrated in Figure 5:

Roles of Component 3 Lead

The leader of component 3 will be responsible to the Director, Project Coordination and Delivery and the

Project Coordinator in the following:

i. Coordination of component 3 activities;

ii. Through the Component Leads, link with KICD and KNEC in implementation of sub-components

3.1 and 3.2 activities;

iii. Coordination of reporting and follow ups on status and progress of component 3 activities;

iv. Preparation of disbursement schedules for funds to KICD and KNEC;

v. Coordination of the Preparation of annual work plans, procurement plans and training plans for

component 3 to be done by KICD and KNEC;

vi. Coordination of sub-components 3.1 and 3.2 in respect to procurement of goods and services at

MoE to be done by KICD and KNEC; and

vii. Any duties assigned by the DPCAD or Project Coordinator.

43

Fig 5: Information flow among the component actors down to schools

5.1 Sub-component 3.1. Development and introduction of a competency-based curriculum (€10.52

million)

This sub-component enables KICD to develop the new CBC and related supporting materials through a

phase-in phase-out approach for grades 4 to 9 under the proposed 2-6-6-3 education structure. The output

of this will be the progressive change from 8-4-4 to 2-6-6-3 in the system of education. In addition,

project support will enable teachers to acquire pedagogical skills and strategies for effective

implementation of the CBC.

5.1.1 Objectives

The objectives of the sub-component are to:

i. Train Curriculum developers, teachers, school managers and other stakeholders on CBC;

ii. Develop scope and sequence charts for CBC in grades 4 to 9;

iii. Develop curriculum designs (syllabuses) for CBC in grades to 9;

iv. Roll out CBC in grades 4 to 9;

v. Receive, evaluate and vet instructional materials for CBC grades 4 to 9; and

vi. Develop instructional materials in areas overlooked by publishers for CBC grades 4 to 9.

5.1.2 Intermediate Indicators

At the intermediate level, the following will indicate on course progress towards successful

implementation of the sub-component activities:

i. Disbursement of budget funds to KICD;

ii. Consultants contracted;

iii. Approved plans and budgets for training and workshops;

iv. Printed curriculum designs (syllabuses);

v. Launch of the CBC for grades 4 to 9;

vi. Curriculum designs (syllabuses) delivered in schools;

44

vii. Submission of bid documents by publishers for evaluation and vetting of instructional materials

for CBC grades 4 to 9;

viii. Approved instructional materials for CBC;

ix. Approved instructional materials delivered in schools;

x. Train grades 4 to 9 teachers countrywide on CBC; Subject Secretaries’ reports on areas

overlooked by publishers for CBC grades 4 to 9.


Implementation of sub-component activities will yield the following outputs:

i. Trained personnel and training reports on CBC;

ii. Scope and sequence charts for CBC in grades 4 to 9;

iii. Approved curriculum designs (syllabuses) for CBC in grades 4 to 9;

iv. Phase-in of the CBC and phase-out of the knowledge based curriculum;

v. Lists of approved instructional materials for CBC grades 4 to 9; and

vi. Approved instructional materials in areas overlooked by publishers for CBC grades 4 to 9.



Preparatory activities will take place before the project becomes effective. They will include the

following:

a. Development of TORs for Consultancies: This are the terms of reference that spell out the scope

and specific roles that the Consultants will play in the introduction and roll out of CBC in grades 4

to 9. They will be prepared by the Component team in collaboration with the KICD;

b. Development of work plans: These are schedules of costed activities with timelines of when the

activities will take place. They will be prepared by the KICD Technical Working Group (TWG)

guided by the Curriculum Reforms Technical Committee (CRTC) of the Institute;

c. Development of procurement plans: This is a six-year costed plan detailing the goods and

services that will be availed during implementation of respective sub-component activities. They

will be prepared by the KICD Technical Working Group guided by the CRTC of the Institute; and

d. Development of training plans: These are costed schedules of training activities that will be

undertaken during implementation period. They will be prepared by the KICD TWG guided by the

CRTC of the Institute.


a. Development of curriculum outcomes: Curriculum outcomes are the levels of knowledge, skills,

competences and values that the learner is expected to demonstrate before transiting to the next

level of learning. They are spelt out in the national Basic Education Curriculum Framework

(BECF);

b. Development of scope and sequence charts: These are matrices that define the learning area with

specifications on the depth and width of the content to be learnt, the order of flow, the core

competencies and values the learner is exposed to in every grade. They are based on the

constructivist and cognitive psychology models of developmental learning and are therefore spiral

oriented. In this model concepts develop in complexity from lower to higher levels. They will be

developed by KICD through subject panels in workshops;

45

c. Developing of Curriculum Designs: These are developed from the scope and sequence charts.

The content is broken into themes, strands or topics which are further broken down into sub-

themes, sub-strands or sub-topics each with specific outcomes. Designs also indicate the suggested

teaching and learning resources, learning experiences, suggested assessment methods, core

competencies and values the learner will be exposed. They will be developed by KICD through

subject panels in workshops and edited with adaptation for SNE learners followed by validation

by the Course Panel before approval by the KICD Academic Committee;

d. Evaluation and Vetting of Curriculum Support Materials: Instruction support materials are

critical for effective curriculum implementation. Publishers will develop and submit instruction

support materials according to guidelines given in a public advertisement and in a bid document

prepared by KICD Technical Working Group in collaboration with MoE. This will be an open

tender evaluated by a committee appointed by the Principal Secretary, State Department of Basic

Education. Vetting will constitute the technical evaluation stage in the overall evaluation process.

KICD will constitute subject panels for technical evaluation and vetting of the instruction support

materials. The technical evaluation and vetting report will be submitted for approval by the

Ministerial Instruction Materials Vetting Committee (MIMVC). Upon approval by MIMVC the

list of approved instructional materials will be published and disseminated to schools;

e. Development of Curriculum support materials: This will be done by KICD through subject

panels for learning areas overlooked by the publishers. Such materials will include resources for

SNE. The materials will be subjected to validation by experienced practicing teachers identified by

KICD after which they will be submitted for approval by the KICD Academic Committee. The

approved instructional materials will be published and disseminated to schools;

f. Training of trainers for CBC: Effective implementation of CBC requires that implementing

teachers are well trained. This will be done for all teachers of a level in the year preceding that of

the roll out. For example, all teachers of grade 4 will be trained in 2018 in preparation for roll out

of CBC in grade 4 in 2019. The training will follow a cascade model where CSOs, QASOs and

TSC sub – county Directors will be trained at county level by KICD so that they can cascade the

training of teachers at the zones;

g. Training of teachers: This will be implemented by CSOs, QASOs and TSC sub – county

Directors at zonal level. KICD Staff will closely monitor the training to provide support and

training buck stop. Zonal level training reports will be submitted to the CPCs for compilation and

submission to the headquarters.

h. Monitor and mentor teachers: This will be implemented when the teachers start interpreting the

curriculum designs in the classroom. It will involve observing teachers as they teach and

discussing areas that need improvement and how to implement it in their teaching activities. In

addition, post-training continuous support for teachers will include use of mobile phone-based

teachers peer learning groups;

i. Roll out CBC: This will follow a phase-in phase-out model in which the 8-4-4 curriculum will

progressively be replaced by the 2-6-6-3 competency based curriculum. In 2019 the CBC will be

rolled out for grade 4 and subsequently rolled for grades 5, 6, 7, and 8 in 2020, 2021, 2022 and

2023 respectively. The project will support development of the curriculum designs and instruction

materials for grade 9 but the roll out will be in 2024 for that grade;

j. Monitoring and assessing CBC Implementation: Monitoring of CBC implementation will be

carried out by KICD in collaboration with KNEC, TSC and MoE. Appropriate tools which will

46

capture feedback from all stakeholders will be developed for that purpose. Assessment will be

done by KNEC in grades 3, 6, and 9 while teachers will be trained by KNEC for continuous

classroom assessment; and

k. Feedback and review of CBC: Feedback on CBC implementation will be obtained through

monitoring and assessment by a team comprising officials from KICD, KNEC, TSC and MoE.

Based on the feedback, KICD will carry out a review of the CBC.

Fig 5.1: Information flow at KICD

Roles and Responsibilities in implementing sub-component 3.1

For Sub-Component 3.1 the KICD CEO will establish a fully equipped Technical Working Group and

appoint a Project Focal Point person and the Technical Working Group. The Technical Working Group

will collaborate with the existing Curriculum Reforms Technical Committee at KICD.

Role and Responsibility of Director KICD

These are:


ii. Official link in communication between MoE (PS) and KICD;

iii. Facilitation of the project activities, plans and reports;


v. Authorize/approve expenditures for implementation of project activities at KICD;

vi. Procurement of Project goods, services and consultancies at KICD; and

vii. Prepare Annual Work plans, Procurement plans and project reports.

47

Role and Responsibility of KICD Curriculum Reforms Technical Committee

The roles of the CRTC will include the following:

i. Advise the CEO on project activities;

ii. Appraise implementation of project activities at KICD;

iii. Provide technical support and guidance in implementation of project activities;

iv. planning and execution of sub-component 3.1 activities; and

v. Write proposals and budgets for sub-component 3.1 activities.

Role and Responsibility of Project Focal point for Sub- component 3.1

The role of the focal point will include the following:

i. Coordination of implementation of sub-component 3.1 activities at KICD;

ii. Secretary to the CRTC on sub-component 3.1 agenda;

iii. Responsible to the CEO, KICD and Chairperson CRTC for implementation of project activities by

KICD;

iv. Responsible to the DPCAD for implementation of sub-component 3.1 activities at KICD;

v. Coordination of preparation of the project work plans, procurement plans and training plans at

KICD; and

vi. Compile Project Reports for onward transmission to the CEO and DPCAD.

Role and Responsibility of Project Core team





reports; and

iv. Coordinate monitoring and evaluation of project activities.

Role and Responsibility of TWG members

These are:

a) Provide technical expertise in their area of specialization;

b) Implementation of the project activities;

c) Identifying and managing risks during project implementation;

d) Ensure quarterly reports are prepared for the project activities;

e) Monitoring and evaluation of project activities; and

f) Attend to any other assignments related to project activities.

48

5.1.5 Implementation schedule

Table 5.1A: Schedule for implementation for Sub-component 3.1 for 2017/2018-2018/2019

2017/2018 2018/2019

Before

Effectiveness

ACTIVITY START FINISH Q1 Q2 Q3 Q4 Subtotal (USD) Subtotal

(Euros)


(Euros)

SEQIP 1: IMPROVING QUALITY OF

TEACHING IN TARGETED AREAS 01/07/2017 30/06/2018

7,699,820.00 6,752,742.14

SEQIP 3.1: Develop and Introduce a

Competency Based Curriculum (CBC) for

grades 4 to 6

01/07/2017 30/06/2018

30,000.00 26,310.00

3.1.1.Procure / Hire consultants for training panelists

on CBC 03/01/2018 31/01/2018 396,900.00

348,081.30

3.1.2 Procure a venue and train Grade 4 to 6

curriculum panelists on CBC 01/02/2018 15/02/2018

207,900.00

182,328.30

3.1.3 Procure a venue and develop scope and sequence

charts for Grades 4 to 6 on CBC 19/02/2018 03/03/2018 207,900.00

182,328.30

3.1.4 Procure venues and develop curriculum designs

for grades 4 to 6 on CBC 12/03/2018 24/03/2018

207,900.00

182,328.30

3.1.5 Procure venues for editing and adaptation

of the curriculum designs for SNE in grades 4 to 6

on CBC to special needs

02/04/2018 14/04/2018

207,900.00

182,328.30

3.1.6 Procure a venue and validate curriculum

designs for grades 4 to 6 by a course panel 23/04/2018 28/04/2018

21,600.00

18,943.20

3.1.7 Procure a venue and support approval of

curriculum designs for grades 4 to 6 by the

academic committee 07/05/2018 11/05/2018

21,600.00

18,943.20

49

2017/2018 2018/2019

Before

Effectiveness


(Euros)


(Euros)

3.1.8 Procure printing services for Grade 4

curriculum designs 28/05/2018 28/07/2018 840,00.00

736,680.00

3.1.9 Procure venues and develop curriculum

support materials for grade 4 on CBC in print,

online and offline digital modes by KICD panels. 07/08/2018 19/08/2018

207,900.00

182,328.30

3.1.10 Procure venues to validate curriculum

support materials for grade 4 on CBC by

stakeholders 03/09/2018 31/12/2018

6,000.00

5,262.00

3.1.11 Procure venues to vet and approve

curriculum support materials for grade 4 on CBC

from publishers 06/08/2018 31/08/2018

207,900.00

182,328.30

3.1.12 Procure a venue and develop a modified

cascade model for training teachers, head

teachers, BoMs and other personnel 06/08/2018 29/09/2018

1,000.00

877.00

3.1.13 Procure venues and train CDEs, QASOs,

and CSOs on implementation of CBC in Grade 4 12/11/2018 22/12/2018

244,400.00 214,338.80

3.1.14 Procure a venue to design a mobile-phone

based teachers’ peer learning group strategy 08/10/2018 12/10/2018

1,000.00/

877.00

3.1.15Procure venues to train teachers and field

officers on the mobile-phone based teachers’ peer

learning group strategy 19/11/2018 30/11/2018

1,800,000.00

1,578,600.00

3.1.16 DSA for 94 facilitators @ 10000/-for 4

days

19/11/2018 30/11/2018

37,600.00

32,975.20

3.1.17 Procure venues to train CSOs and QASOs

on teacher coaching and mentorship 19/11/2018 23/11/2018

75,200.00

65950.00

50

2017/2018 2018/2019

Before

Effectiveness


(Euros)


(Euros)


days

19/11/2018 23/11/2018

37,600.00

32,975.20

3.1.19 Procure venues for technical committee

members developing of training manual for grade

4 teachers 29/10/2018 2/11/2018

16,400.00

14,382.80

3.1.20 Procure venues and train Grade 4 teachers

TOTs on implementation of CBC 26/11/2018 14/12/2018

240,000.00 210,480.00


days

26/11/2018 14/12/2018

37,600.00

32,975.20

3.1.22 Procure venues and train grade 4 teachers

on implementation of CBC 26/11/2018 14/12/2018

2,400,000.00

2,104,800.00

3.1.23 Monitor, assess and give continuous

feedback (Travelling and Subsistence expenses) 7/1/2019 30/6/2019

98,700.00

86,559.90

Error! Not a valid link. 8/4/2019 12/4/2019

136,620.00

Procure venues for stakeholders to validate the

curriculum support instructional materials (30 pax

@ 14000/- DSA and 3000/- conference package

and 4000 transport for 4 days)

22/4/2019 26/4/2019

10,200.00

Grand Total 7,699,820.00 6,752,742.14

51

52

5.1.6 Key Risks and Mitigation measures

The key risks and mitigation measures for sub-component 3.1 are presented in the table below:

Table 5.1 B: Key Risks and Mitigation Measures

Category Risk Detail Likelihood Impact Mitigation

Training and

other workshop

activities

Ineligible

expenditures

Paying inflated

claims

Low low Use approved

schedules

Lack of time for

training

Inadequate time

for training due to

scheduled school

term activities

medium medium Train teachers

during school

holidays

Evaluation and

Vetting of

instructional

materials

Possible litigation by

publishers

Resistance of the

new strategy for

procurement and

distribution of

text books by

publishers

High high Extensively

involve all

stakeholders in

the process

5.2 Sub-component 3.2. Strengthening of national system for monitoring learning progress and

national examination (€7.02 million)

The key focus of this sub-component is to reform the current student assessment by (a) introducing

competency based continuous formative assessment over the entire education cycle using a variety of

learning assessment tools, including portfolios; (b) establishing a sample-based national student

assessment at the end of grade 3 (lower primary in the proposed new structure) and grade 6 (upper

primary in the proposed new structure), to replace the current grade 8 summative examination; (c) the

implementation of follow-up of MLA at Form 2 that will be used to assess the impact of SEQIP on

student learning enhancement; and (d) introduction of a national assessment, or national exams, at the end

of grade 9 (lower secondary education in the proposed new structure) which, together with the cumulative

formative assessment results, will form the basis for guiding students to different pathways or tracks

offered in senior secondary school education (grades 10 to 12).

5.2.1 Objectives

Objectives in this sub-component will be to:

i. Develop assessment and survey instruments for grades 3 and 6 MLP for CBC;

ii. Establish a national assessment item bank, including its architectural design and related technical

support;

53

iii. Conduct MLA in Form 2 to assess the impact of SEQIP on student learning enhancement;

iv. Design training, and train KNEC staff and item developers to implement monitoring learning

progress (MLP) test;

v. Design and establish a web-based portal to facilitate access to test items; and

vi. Design and establish a web-based portal to facilitate formative assessment practices, and

dissemination of MLP and examination results. and

5.2.2 Finance acquisition of ICT equipment and software related to the portal and the item banking

system, including storage, security and management capacity for data.

5.2.3 Intermediate Indicators

i. Disbursement of project funds to KNEC Account;

ii. Approved plans and budgets for workshop to develop instruments for MLP in grades 3 and 6

CBC;

iii. Signed contract and commencement of consultancy services on training of KNEC staff on CBA;

iv. Signed contract and commencement of consultancy services on establishment of assessment item

Bank;

v. Signed contract and commencement of consultancy services on establishment of a web-based

portal on which test items are easily accessed;

vi. Signed contract and commencement of consultancy services on establishment of a web-based

portal to facilitate access to resources on formative assessment practices, and dissemination of

MLP and examination results; and

vii. Effectively prepared bid document and timely advertisement of tender for supply of ICT

equipment and software related to the portals and the item banking system, including storage,

security and management capacity for data.


i. Tools for MLP in grades 3 and 6 in place;

ii. A robust national assessment item bank in place;

iii. Tools for data collection for MLA in Form 2 in place;

iv. MLA results for Form 2 that indicate the impact of SEQIP on student learning enhancement out;

v. trained KNEC staff and item developers on administration of Monitoring Learning Progress

(MLP) tests evidenced by training reports;

vi. A functional web-based portal in which test items are easily accessed in place;

vii. A functional web-based portal that is a repository of learning resources on formative assessment

practices, and for dissemination of MLP and examination results in place; and

viii. ICT equipment and software related to the portal and the item banking system, including storage,

security and management capacity for data procured.



Preparatory activities will take place before the project becomes effective. They will include the

following:

a. Development of TORs for Consultancies: This are the terms of reference that spell out the scope

and quality of services and other duties the Consultants will perform in respect to; training of

54

KNEC Staff on CBA, establishment of assessment item bank and portals. KNEC will take lead in

preparation of the TORs in collaboration with the Component team.

b. Development of work plans: This will entail outlining and costing of all sub-component activities

and indicating when they will take place and their duration. They will be prepared by the KNEC

Technical Working Group in collaboration with the Component team.

c. Development of procurement plans: This is a six-year costed plan indicating the goods and

services and when they will be acquired to facilitate implementation of sub-component activities

by KNEC Technical Working Group. They will be prepared by the KNEC Technical Working

Group in collaboration with the Component team.

d. Development of training plans: This will entail preparation of schedules of costed training

activities with indication of when training will take place. KNEC TECHNICAL WORKING

GROUP will be responsible for this activity in collaboration with the Component team.

e. Conducting Baseline Study for MLA for Form 2: The baseline study for MLA Form 2 is meant

to indicate the status in learning achievement for Form 2 before project intervention. This will

enable discerning whether there will be any impact in learning achievement as a result of project

intervention. It will be implemented with financial support from the GPE-GPE-PRIEDE project.


When the project will be effective implementation of Sub-component activities will include the following:

a. Hire consultants to support capacity building of KNEC: Technical expertise of Consultants will

be engaged in training and establishment of item banking and web-based portals. This will involve

due procurement process for individual consultancies entailing; advertisement for expression of

interest, request for proposals, evaluation of proposals and award of contract.

b. Introduction of formative assessment in addition to summative assessment for the CBC: This

will be a shift from the current cognitive based (knowledge dominated) assessment to a

competency based assessment where development of core competencies (communication and

collaboration, Critical thinking and problem solving, imagination and creativity, citizenship,

digital literacy, learning to learn, and self-efficacy) and values will be assessed. The shift will be a

major reform of the assessment system. It will involve training of KNEC staff including some

officers from KICD, MoE and TSC by the Consultant in workshops. The training content will

among others include; item development, types of assessment (formative and summative under

CBA approach) and assessment tools including learner portfolios, oral or written tests and

projects- all under the CBA framework. The trained personnel will then cascade the training to

CSOs, Education Officials and teachers in the Counties and Sub-Counties. Teachers will

implement the formative assessment under the CBA model in schools.

c. Developing and piloting data collection tools for MLP at Grade 3 and 6 and MLA Form 2:

Developing of instruments for data collection will be done by KNEC in collaboration with KICD,

MoE and TSC. This will be done in a workshop involving identified and appointed (by KNEC

CEO) participants (subject specialists) for tool development. Piloting will involve training of data

collectors and subsequently trying out the tools by administering them in schools selected using a

criterion developed by KNEC. Data from the pilot will be analysed and revised while ascertaining

tool validity and reliability.

d. Collecting data, processing and analysis for MLP at G 3 and 6 and MLA Form 2: This will

entail administration of data collection tools on a National sample that is scientifically selected. It

will start with training of data collectors followed by dispatch of data collectors to sampled

55

institutions/areas to administer the tools and collect data. This exercise will be preceded by careful

planning of logistics in transport, subsistence and submission of data. Collected data will then be

collated and analysed with reporting by a team appointed by KNEC CEO in a workshop.

e. Disseminating results of MLP and MLA: This will be preceded by the main national launch of

the results before National Stakeholders by the Cabinet Secretary, Ministry of Education. It will

entail planning in which key stakeholders to participate in County dissemination workshops will

be identified for invitation by the CDEs. The Project Focal Point Person will coordinate and

ensure timely presentation of programme and budget for approval and written requests to the

CDEs to invite the participants.

f. Procurement of Goods (ICT hardware and software): This will entail both open and restricted

tendering. Restricted tendering will apply in security related items such as encryption tools. In the

open tender, the bid document will be prepared by KNEC in Collaboration with MoE and through

a national advert (national competitive bidding process) suppliers will be invited to submit their

bids. The bids will be opened and evaluated by a committee appointed by the Principal Secretary,

MoE. The contracted supplier will then supply the goods. In restricted tendering KNEC will refer

to the supplier based on considerations of security of assessment material.

5.2.6 Roles, Responsibilities and Institutional arrangements for implementation of Sub-

Component 3.2 by KNEC

Implementation of Sub-Component 3.2 project activities at KNEC will be by; Department of Test

Development, Department of ICT and Research Division.

Roles and Responsibilities

Role and Responsibility of CEO KNEC

These are:

Provide strategic leadership in implementation of project activities;

Official link in communication between MoE and KNEC;

Facilitation of the project activities;

Accounting officer for project funds;

Approve project work and procurement plans;

Authorize/approve expenditures for implementation of project activities; and

Procurement of Project goods, services and consultancy.

Role and Responsibility of KNEC Directors

The role of KNEC Director ICT & Test Development and Deputy Director Research & Quality Assurance

Division will include the following

i) Responsible to the CEO, KNEC for implementation of project activities;


iii) Coordination of implementation of sub-component 3.2 activities.

Role and Responsibility of Project Focal point person for Sub- component 3.2

For Sub-Component 3.2 the KNEC CEO will appoint a Project Focal Point person and establish a fully

equipped core team and Technical Working Group (TWG). The role of the focal point person will include

the following:

56

i. Coordinate implementation of sub-component 3.2 activities;

ii. Responsible to the CEO, KNEC for implementation of project activities;

iii. Responsible to the DPCAD for implementation of sub-component 3.2;

iv. Participate in procurement of relevant consultants to deliver specific interventions related to the

project activities;

v. Coordinate monitoring and evaluation of project activities;

vi. Identifying and managing risks during project implementation; and

vii. Any other duties assigned to her by the CEO.

Role and Responsibility of Project Core team for Sub- component 3.2





reports;

iv. Coordinate monitoring and evaluation of project activities; and

v. Initiate procurement of Projects goods and services.

Role and Responsibility of TWG members for Sub- component 3.2

i. Provide technical expertise in their area of specialization;

ii. Implementation of the project activities;

iii. Identifying and managing risks during project implementation;

iv. Ensure quarterly reports are prepared for the project activities;

v. Monitoring and evaluation of project activities; and

vi. Attend to any other assignments related to project activities.

5.2.7 Information flow at KNEC

Implementation of Sub-Component 3.2 project activities at KNEC will be by; Department of Test

Development, Department of ICT and Research Division. The flow of information within the KNEC

system regarding implementation of project activities at KNEC will be as illustrated in Figure 5.2 below.

57

Fig 5.2: Information flow at KNEC

58

5.2.8 Implementation schedule for FY 2017/2018-2018/2019

5.2.8 Table 8: Schedule for implementation for Implementation Subcomponent 3.2 - Development of formative assessment capacity and

Development of national system for monitoring learning progress

ACTIVITY

START FINSIH BE FY 2017/2018 FY2018/2019

TOTAL

(KShs.) TOTAL (USD.)

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Component/Sub-component 3.2

3.2.1 Develop Assessment System for

formative assessment (CBA) at lower

primary level 01/01/2018

30/06/20

19

156,827,800

1537527

3.2.1 A Procure consultants to train KNEC

staff on formative Assessment of CBC 01/01/2018 30/01/20

18 2,010,000

19705.88

3.2.1 B Procure venues and train KNEC

staff and collaborating staff on formative

Assessments

01/02/2018 30/02/20

18

11,730,000 115000

3.2.1 C Procure training materials for

teachers 01/03/2018

30/03/20

19 840,000

8235.29

3.2.1 D Procure venues and train lower

primary Teachers on formative Assessment 01/04/2018 30/04/20

18

86,552,000 848549.02

3.2.1 E Procure venue and develop paper

formats and assessment tools using subject

panels

01/05/2018 30/05/20

19

9,240,000 90588.24

3.2.1 F Procure venue and develop awards

criteria using Awards panels 01/05/2018 30/05/20

19 3,583,800 35135.29

3.2.1 G Procure venue and train/sensitize

Stakeholders’ 01/06/2018 20/07/20

19 40,100,000 393137.25

3.2.1H Procure venues for moderation of

assessment items through

clinics/workshops

01/07/2018 30/08/20

18

2,772,000

2,7176.47

3.2.1I Integrate competency based

formative assessment into the internet

based repository of formative assessment

instruments

01/07/2018 30/08/20

18

0.00 0.00

59


TOTAL


ACTIVITY

BE Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

3.2.2 Development of the Item writing

Portal and Item banking 01/01/2018 30/07/20

19

127,220,000

1,247,254.90

3.2.2 A Procure ICT hardware and

software 01/01/2018 30/03/20

18 10,000,000 98,039.22

3.2.2 B Procure consultancy for design of

web based item writing portal 01/01/2018

30/03/20

18

15,000,000

147,058.82

3.2.2 C Develop Business Area Analysis

and Architectural design 01/01/2018 30/03/20

18 5,000,000.00 49,019.61

3.2.2 D Training of KNEC staff 01/03/2018 30/04/20

19 23,460,000 230,000

3.2.2 E Training of teachers on developing

test items (Summative assessment) 01/04/2018 30/04/20

19 37,264,000 365333

3.2.2 F Moderation of test items through

clinics/workshops 01/04/2018 30/05/20

19

14,496,000

142,117.65

3.2.2 G Procurement of data bases and

licenses 01/01/2018 30/03/20

18

8,000,000

78,431.37

3.2.5G Piloting of the test items 01/07/2018 30/07/20

19

14,000,000

137,254.90

3.2.3 Improvement of existing ICT

Infrastructure and security 01/01/2018

30/03/20

18

74,506,000

730,450.98

3.2.3 A Procure consultant to train KNEC

Staff on ICT, change Management, Process

mapping and Cyber Security 01/01/2018

30/02/20

18

3,500,000 34,313.73

3.2.3 B Procurement of venue and training

of KNEC Staff on ICT, change

Management, Process mapping and Cyber

Security

01/01/2018 30/02/20

18

15,810,000

155,000.0

60


TOTAL


ACTIVITY

BE Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

3.2.3 C Procurement and installation of

ICT based security system - hardware and

software for an integrated security system

covering protection of the digital assets at

the hardware and network level

01/01/2018 30/02/20

18

30,000,000

294,117.65

3.2.3 D Procurement of Encryption tools 01/01/2018 30/02/20

18 5,000,000 49,019.61

3.2.3 E Procurement and acquisition of

servers, bandwidth increase, SAN storage

and necessary operating systems and

licenses

01/01/2019 30/03/20

19

20,196,000 198,000.00

Sub Total

20,196,000 198,000.00

TOTALS

358,553,800

3,515,233.33

61

5.2.9 Key Risks and Mitigation Measures

The key risks and the mitigation measures for sub-component 3.2 are presented in the table below:

Table 5.2: Key Risks and Mitigation Measures

Category Risk Detail Likelihood Impact Mitigation

Training and

other workshop

activities

Ineligible

expenditures

Paying inflated claims Low low Use approved

schedules

Lack of time for

training

Inadequate time for

training due to

scheduled school term

activities

medium medium Train teachers

during school

holidays

62

Section 6: Component 4 – Project Management, Coordination, Monitoring and Evaluation (€ 10.52

Million)

Overview

This component focuses on the overall project management and coordination through the existing

structures established at the Ministry of Education and the same time ensuring an integrated and

coordinated approach in implementation of the project activities among all the components and between

different implementing entities. The Principal Secretary (PS) in charge of the State Department of Basic

Education, who is also the MoE’s Accounting Officer, will have the overall responsibility for efficient

and effective implementation of the project for achievement of the stated development objectives. The

Directorate of Projects Coordination and Delivery established in the Ministry, reporting directly to the PS,

will through the National Project Coordinator (NPC) play a critical role in the overall day-to day

coordination and implementation of SEQIP activities.

SEQIP will be implemented by multiple agencies which include: TSC which is an autonomous agency

and KNEC, KICD, and CEMASTEA, which are semiautonomous agencies. TSC will be responsible for

implementation of Subcomponents 1.1 and 1.2; the MoE through the DPCAD will be responsible for

implementation of Subcomponents 1.3, 2.1, 2.2 and Component 4; KICD and KNEC will be responsible

for implementation of Subcomponents 3.1 and 3.2, respectively.

The county and Sub-county Education Offices will play a key role in facilitating and monitoring project

implementation at the school level. At the County level, the existing County Project Coordination Unit

(CPCU), each having a County Project Coordinator, set up under the GPE-PRIEDE Project will be

responsible for facilitating SEQIP implementation and monitoring. SEQIP will support CPCUs with

relevant operational costs. The CPCUs will coordinate with the MoE following the well-established

mechanisms under the GPE-PRIEDE Project. The TSC County and Sub-county Offices will work along

with the CPCU for implementation of activities related to alleviation of teachers’ shortage and teachers’

professional development.

Component Objectives

The objective of this component is to effectively and efficiently manage project resources in a prudent

way and implement project activities in accordance with project’s objectives and agreed procedures.

The component is to be implemented through two Sub-components namely; (i) Project Management,

Coordination, and Communication, and (ii) Research, Monitoring and Evaluation.

6.1 Sub-component 4.1: Project Management, Coordination, and Communication

6.1.1 Sub-component overview

This component describes the different administrative and management structures and how they relate to

each other during project implementation to achieve the desired objectives. It stipulates the different roles

of different implementing units to enhance an integrated and a well-coordinated approach in

implementation of the project activities.

6.1.2 Sub-component Objectives

The objective of this sub component is;

(i) To have functional structures to ensure timely implementation and delivery of various project

activities; and

63

(ii) To have an efficient system of project supervision, coordination, communication, reporting

procurement and financial management.

6.1.3 Intermediate Outcomes and Indicators

The key outcome of this subcomponent is “a properly coordinated and implemented project”. The key

indicators include: (i) the number of project documents developed; (ii) the number of PSC and technical

meetings conducted; (iii) the number of printed copies of a communication strategy; and (iv) Training

Reports.


These are:

(i) Project Implementation Team established with a National Project Coordinator and DPCs;

(ii) Project documents developed;

(iii) Project officially launched and awareness created;

(iv) PSC, Technical Committee and County Project Technical Committee established;

(v) An external resource section established and operational;

(vi) A communication strategy; and

(vii) Training Reports.

6.1.5 Key Project activities

The key activities for the implementation under this sub-component discussed covers the period before

and after effectiveness for a period of 24 months as shown in the schedule below. Further details of

implementation of the activities of each of the project years will be presented in six monthly- work plans

to be prepared by the Implementation team and submitted to the Bank for a “no objection”.

Preparatory Activities (Before effectiveness)

a. Establishment of SEQIP Preparation and Implementation Teams: The DPCAD will be

responsible for establishing a Project Implementation team as a condition for project effectiveness.

It will ensure that the project staff are provided with a conducive working environment and are

facilitated with office equipment. The office space must be adequate and secure to enable the staff

to store and secure the project documents.

DPCAD will identify a National Project Coordinator not below the level of a Deputy Director,

four Deputy Project Coordinators to take lead of the components and assistant Component leads

who are at a minimum level of a Chief Education Officer. DPCAD will also establish an external

resource section, staffed with two procurement officers, two accountants and a finance officer

seconded to the project. The implementing agencies will identify a senior technical officer who

will be dedicated fully as the Project Focal point to coordinate the activities of the respective sub-

component. The Project Implementation Team will be supported by 2 procurement officers,1

finance officer, 2 Accountants, 1 ICT officer, 2 Secretaries, 2 clerks and 2 support staff.

b. Capacity Building for the SEQIP Preparation Team and Recruitment of Technical assistants

to Prepare Project Documents: The SEQIP Implementation team will prepare budgets for

approval by the accounting officer for procurement of Vehicles, IT Equipment, and Furniture,

airtime, office stationery and equipment and other operating costs to enhance the capacity of the

team in designing the project. The project procurement officers will prepare the advertisement

and bid documents for the IT equipment’s and request for quotations for the other items. Upon

64

delivery, the Procurement officers will prepare vouchers for the Project account officers to

process the payments.

The Team will also prepare Terms of Reference (ToRs) for hiring consultants to prepare key

Project documents that are requisites of the Project Appraisal and negotiations which include; (i)

The Environmental and Social Management Framework (ESMF), Vulnerable marginalised

Groups Framework (VMGF), Project Procurement Strategy Development (PPSD), Procurement

Manual, Financial management Manual, Project Implementation manual, the 18 Months

Procurement Plan and a communication Strategy. The ToRs will be subjected through STEPS for

a “no objection” by the World Bank. The Project procurement will seek for approval of both the

ToRs and the advert before advertising for the “Request Expression of Interest” (REOIS).

Consultative workshops for development of the safeguards will be conducted to help understand

how project activities would impact on both the environment and the socio-economic life of the

community. The safeguards will provide a framework to guide mitigation in situation where

project activities will negatively or adversely impact the environment and the well-being of the

community. The SEQIP Preparation Team will conduct a market sounding exercise to analyse

the market with a view to informing about the existing capacity for service provision, labour and

skills for works and supply of goods. This will provide information for decisions regarding

selection of procurement method and market approach. The market sounding information will

feed into the development of a Project procurement Strategy Development (PPSD) This will save

time on procurement procedures and hence efficiency and effectiveness in implementation of

project activities.


a. Organise a Launch and sensitization Workshops: Within the first 6 months after the project is

declared effective the DPCAD will be responsible for organizing and coordinating a Project

launch. The SEQIP implementation team will continue conducting the sensitization workshops

aimed at (i) raising public awareness and ownership of the project; (ii) defining roles of different

implementing units; and (iii) community mobilization for participation.

b. Undertake Supervision, Coordination of and Management of Project Activities:

1. DPCAD, will undertake the following activities;

(i) Management of Project resources to ensure proper utilization for the intended purpose;

(ii) Procurement of vehicles and provision of transport for operations of the Project

implementation team;

(iii) Facilitate the Project implementation team with furniture, IT equipment, office stationery

and equipment;

(iv) Facilitate the committee meetings and support their deliberations and implement

recommendations;

(v) Provide resources to all the implementing units to enhance proper project coordination;

(vi) Provide support to the County Coordination teams for supervision and monitoring of

project activities at the County;

65

(vii) Reviewing and updating of the PIM, Financial Management Manual and the procurement

Manual;

(viii) Conduct Baseline, Mid –Term Review (MTR) and End-line Evaluation;

(ix) Coordinate the preparation of the Interim Financial Reports (IFRs);

(x) Update Results Framework and provide consolidated Quarterly Reports of the project;

(xi) Coordinate Monitoring and Evaluation of all project activities at Headquarters and in the

field; and

(xii) Serve as the secretary to the Project Steering Committee (PSC).

2. The World Bank will:

i. Provide Technical Guidance and advisory to the Project Implementation Team;

ii. Supervise the Implementation of the Project Activities;

iii. Conduct support mission and Joint-Review mission to support the implementation of the

Project activities; and

iv. Give clearance through issuing a “no objection” for the procurement of goods, services and

works that require a Prior Review.

c. Establishment and operationalization of an External Resource section: DPCAD will be

responsible for establishment and operationalization of a fully dedicated external resource

section to strengthen the Project financial and Procurement systems. The External resource

section will consist of 2 procurement officers, 2 accountants and a finance officer seconded to the

project to support; (i) preparation of Annual Work plans and Budgets; (ii) preparation of

monthly, quarterly, semi-annual and annual financial reports; (iii) Procurement of goods, services

and consultants to facilitate operations of the project; and (iv) to build the capacity of the Project

implementation team in both financial and procurement management operations.

d. Establish and operationalize Project Committees: The DPCAD will work closely with the office

of the Director General and the Project Focal points from the implementing agencies to establish

and operationalize the following committees before the Project effectiveness:

i. Project Steering Committee comprising of 19 members will be chaired by the Education

Cabinet Secretary, and is already functioning well for the GPE-PRIEDE Project and

USAID- and DFID-funded TUSOME Project, will review the project reports, provide

general guidance and oversight role for implementation of the SEQIP activities. The

Committee will meet quarterly and any other time when necessary during the project

implementation.

ii. County Technical Committees chaired by the County Directors of Education and are

already functioning well for the GPE-PRIEDE Project, will review the project reports,

provide general guidance and monitor and play an oversight role for implementation of

the SEQIP activities. The technical committee will meet quarterly and when need arises.

c. School Project Management Committees will be established at the school comprising of a

maximum of 5 people to plan, ensure safety of the learners, supervise project

implementation and prepare progress reports. The membership of the committee will

include; Chairperson of Board of Management (BOM), Chairperson of Parents

Association, the head of the school and two members from the community.

66

6.1.6 Institutional and Implementation arrangement

Fig 6.1 A: Project Implementation Arrangement

6.1.7 Key Assumptions, Risks and Mitigation

a. Key Assumptions

The key assumption is that DPCAD will coordinate the project activities being implemented by multiple

agencies with ease and that all the entities both at the national and the County levels will work

harmoniously to enable the realisation of the project objective.

b. Risks

These are:

(i) Government bureaucracy may cause delays in the Project cash flow and subsequent systemic

challenges that may impinge on procurement of project goods, services and consultants; and

(ii) Fiduciary risks while implementing the Project activities.

c. Mitigation Measures

(i) Opening of specific project accounts for all the implementing units.

(ii) Inducting the Project implementing teams on all the Project milestones and their responsibility

(iii) Capacity Building of the Project implementing teams on Project fiduciary issues.

(iv) Encouraging all the teams to do Proactive procurement planning

67

Table 6.1 Implementation Plan for Sub-Component 4.1: Project Management, Coordination and Communication

(FY 2017/2018-2018/2019)

ACTIVITY

FY 2017/2018

FY2018/2019

TOTAL (KShs.)

TOTAL (USD.)

START

END

BE Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

SUB-COMPONENT 4.1:

PROJECT MANAGEMENT AND

COORDINATION

331,009,015.22 3,245,186.42

PROJECT PREPARATION

20,689,302.68 160,826.00

Development of a Project Procurement Strategy

Development(PPSD)

1,657,000.20 16,245.09

Hire a Technical Assistant for development of a

PPSD 11/1/2017

4/30/2017

1,480,000.62 14,509.81

Consultative Workshops to develop a PPSD 4/30/2017 30/06/2017

176,999.58 1,735.00

Conducting Environment and social Assessment

studies

9,116,999.70 89,383.00

Hiring of Technical Assistants for Development of a

VMGF and ESMF

4,790,000.58 46,961.00

Regional Consultative Workshops for EMSF and

VMGF- 4 venues 4/30/2017 30/06/2017

4,326,999.12 42,422.00

D. Development of Project Implementation

Manual 11/1/2017

4/30/2017

496180

0.8 48,645.00

Hiring of a TA for PIM 11/1/2017 4/30/2017

1,740,000.66 17,058.00

Consultative workshop to develop the PIM 11/1/2017 4/30/2017

3,221,800.14 31,586.00

E. Development Project Procurement Manual 11/1/2017

4/30/2017

2,598,500.34

25,475.00

Hiring of a TA for Project Procurement Manual 11/1/2017 4/30/2017

1,620,000.72 15,882.00

Consultative Workshop to develop the Project

Procurement Manual 4/30/2017 30/06/2017

978,499.62 9,593.00

F. Development of Project Finance Management 4/30/2017 30/06/2017 23,088.00

68

Manual 2,355,001.64

Hiring of a TA for Project Financial Management

Manual

1,380,000.84 13,529.00

Consultative workshop to develop of the Project

Finance Management Manual 11/1/2017

4/30/2017

975,000.80 9,559.00

ESTABLISHMENT OF A PROJECT

IMPLEMENTATION UNIT

77,946,452.00 766,652.00

Procurement of 5 hard body utility Project Vehicles 10/1/2018 30/05/2018

50,000,000.00 490,196.08

Procurement of Assorted Furniture 10/1/2018 30/04/2018

2,322,999.00 22,775.00

Procurement of Assorted Stationery and office

equipment(Photocopying papers, toners, staplers ,

calculators shredders & Note pads)

15/01/2018 30/05/2019

2,692,800.00 26,400.00

Procurement of IT Equipment (Laptops, computers,

ipads, scanners, photocopier, projectors, ) 10/1/2018 30/05/2018

12,598,000.00 125,980.00

Administrative Costs

9,612,635.00 94,241.52

Prepare annual work plans, budgets and Procurement

Plans (20 pax) 1/5/2017 30/05/2019

720,018.00 7,059.00

Project Management at the County

13,308,018.00 130,471.00

Administrative Costs

9,288,018.00

Monitoring of the Project by county teams 2/1/2018 30/06/2019

4,020,000.00 39,412.00

National Stakeholders' Conference at KICC- 500

pax 2/1/2018 10/2/2017

3,382,000.00 33,157.00

SEQIP LAUNCH 2/1/2018 10/2/2017

2,477,000.00 24,284.00

IMPLEMENTATION OF ENVIRONMENTAL

AND SOCIAL SAFEGUARDS 30/11/2017 30/06/2019

38,839,784.00

373,145.06

Hire Technical Assistant for ESMF & VMGF TAs 30/11/2017 30/12/2017

5,600,000.00 54,901.96

Consultative workshop for developing a screening

tool- Conference package for 15pax @KShs. 2800 15/04/2018 15/06/2018

42,000.00 411.76

consultative regional meetings for social

mobilization 2/2/2018 15/05/2018

4,682,500.00 45,906.86

Screening of VMG 1/6/2018 30/12/2018

3,789,400.00 37,150.98

69

Consultative workshop for developing a survey and

assessment tool for social mobilization 6/2/2018 31/03/2018

1,008,500.00 9,887.25

Screening of VMG 1/6/2019 30/12/2019

3,789,400.00 37,150.98

Develop a framework for complains resolution/a

grievance mechanism to address complaint about

programs processes

2/1/2018 30/03/2018

- -

Continuous capacity building (teachers, BOM, PTA

& implementing Agencies) 10,000 pax 2/2/2018 30/04/2018

19,148,992.00 187,735.22

PROJECT COMMUNICATION

23,001,500.54 22,504.91

Procure Technical Assistant for communication 2/1/2018 30/03/2018

1,550,000.00 15,196.08

Development of a communication Strategy 2/4/2018 25/04/2018

1,789,300.00 17,542.16

Procurement of IEC Materials 30/06/2018 30/06/2019

3,160,000.00 30,980.39

Exhibitions ( 7 times ) 30/06/2018 30/06/2019

3,882,200.00 38,060.78

Mass Media advertisement 30/06/2018 30/06/2019

12,620,000.54 123,725.50

a. Electronic Media 30/06/2018 30/06/2019

8,100,000.54 79,411.77

b. Print Media (Newspaper Advertisement) 30/06/2018 30/06/2019

4,520,000.00 44,313.73

SENSITIZATION AND TRAINING 3/12/2017 8/12/2018

150,644,940 1,473,239.61

National Sensitization Forum RCEs, CDEs, and TSC

CDs 2/1/2018 10/1/2018

1,371,000.00 13,441.18

County Stakeholders’ Sensitization (60 Pax per

County) for the 30 Targeted Counties- 6 teams to

cover 5 Counties each for 10 days

15/12/2017

21/12/2017

10,550,200.00

103,433.33

County Sensitization of 10,000 Principals and Head

teachers from the targeted schools(6 teams to cover 5

counties for 10 days 2/2/2018 28/02/2018

43,350,200.00 425,001.96

Capacity building for the all RCES, CDEs, TSC-CDs

and County Project Coordinators 1/3/2018 30/3/2018

8,508,500.00 83,416.67

ESAMI(Arusha) Training of Project Implementation

Technical in preparation for roll out of SEQIP-34

Technical Officers

2/3/2018 8/3/2018

21,998,000.00 215,667.00

Training for Project Finance Officers/Accountants at

Kenya School of Government 2/2/2018 15/02/2018

3,633,840.00 35,625.88

Training for Project Procurement Officers at Kenya

School of Government 2/2/2018 15/02/2018

3,028,200.00 29,688.24

70

Sensitize (15) Technical Officers in Washington DC

for 10 days on project implementation procedures,

terms of engagement and scope of the project and

success stories from other countries.

1/8/2018 15/08/2018

13,350,000.00 130,882.00

Exposure to the Philippines or Rwandan Model of

procurement and documentation of textbooks for 10

days

1/7/2018 30/07/2018

10,500,000.00 102,941.00

Short courses training for the SEQIP Implementation

Team 3/3/2018 30/06/2019

10,500,000.00 102,941.18

Exposure 20 officers in MoE, TSC &SAGAS Senior

management on Shanghai Model to inform Policy on

Teacher Professional Development

1/9/2018 30/09/2018

21,800,000.00 213,725.49

Training of the M&E team at the M&E school in

AMREF for 3 weeks

2/3/2018 30/03/2018

2,055,000.00 20,147.06

71

6.2: Sub-component 4.2: Research, Monitoring and Evaluation (€3.51 M).

6.2.1: Sub-component overview

This Sub- component will focus on close supervision and coordination of project activities through the

development of an M&E Strategy/plan, M&E tools and establishment of an M&E system to support

regular project activities monitoring, evaluation, supervision and reporting. This Sub-component will be

coordinated by DPCAD and will require all the implementing agencies and the county teams to conduct

their regular monitoring and evaluation for the project activities to generate report which will be

submitted to DPCAD for consolidation.

All the implementing entities will adopt the established M&E system for: (i) Providing regular reports;

and (ii) Participating in joint surveys to generate baseline, Mid-line and end line data. The sub-

component will also support Independent Third Party to conduct a Process evaluation for sub-component

1.2. This Component will also finance conducting of studies which involves policy analysis and

operational research to facilitate Policy review and development. This component will also finance a gender-

sensitization programme.

Joint review and Support Mission will be conducted at least once or twice a year by DPCAD and the

World Bank team to track on the progress of the implementation of project activities.

6.2.2 Sub- component Objectives

The objective of this subcomponent is to monitor and track progress and effectiveness of implementation

of project activities using specified and agreed inputs, processes, outputs, intermediate outcomes and

product performance indicators.

6.2.3 Intermediate Outcomes and indicators

The main outcome for this Sub-component is improved efficiency and effectiveness in attainment of the

Project Objective. This will be measured by monitoring and reporting progress that will be made at using

targets in the agreed results framework.

6.2.4 Expected Outputs

(i) A developed Monitoring and Evaluation Strategy/plan;

(ii) Data collection tools for monitoring and evaluation activities;

(iii) Implementing teams using the developed M&E tools;

(iv) An established and functional M&E and reporting system;

(v) Reports for the routine M&E surveys conducted;

(vi) Baseline, Mid-line and end line surveys conducted for evaluation;

(vii) A Progress report from the Independent Third Party Verification Agency on the DLIs;

(viii) Policy analysis and Operational Research conducted to inform enhanced outcomes; and

6.2.5 Key Project activities

The key activities for the implementation under this sub component and the responsible institutions are

discussed in the section below. The schedule for implementation of the project activities before and after

effectiveness for a period of 24 months is shown in Table 6.2A. Further details of implementation of the

activities of each of the project years will be presented in six monthly- work plans to be prepared by the

Implementation team and submitted to the Bank for a “no objection”.

72

6.2.6 Institutional and Implementation arrangement for key activities

Preparatory Activities (Before effectiveness)

a. Establishment of a Monitoring and Evaluation Team: The DPCAD will be responsible for

establishment of a Monitoring and Evaluation Team and coordinating all the Monitoring and

Evaluation of the project activities. The SEQIP Monitoring and Evaluation Team will prepare Terms

of Reference (ToRs) for hiring the following consultants: (i) the M&E consultant (ii) the Independent

verification for the DLI based Components 1 and sub-component 2.2; (iii) Baseline, Mid-line and end-

line Monitoring and Evaluation studies; (iv) Process evaluation studies (v) studies to underpin

reorganization of the existing educational structure; (v) Expenditure surveys to track capitation grants

and use the findings to strengthen accounting and reporting of capitation grant and its better

utilization. The ToRs will be subjected through STEPS for prior review and “no objection” by the

World Bank. The Project procurement will seek for approval of both the ToRs and the advert from the

accounting officer before advertising for the “Expression of Interest” (EOI).

b. Sensitization and Capacity Building: DPCAD will coordinate the sensitization of all the stakeholders

and capacity building of the SEQIP Implementation team on fiduciary issues in project management

and other requisites skills training and exposure to best practices both locally and internationally to

enhance efficient and effective implementation of Project activities.


a. Development of a consolidated M&E and Reporting system for the Project: The DPCAD will work

with all the implementing entities with support from an M&E specialist conduct consultative

workshops will develop a Monitoring and Evaluation system and tools for supervision and monitoring

of implementation of project activities in all components. The M&E strategy will be validated through

stakeholders’ workshops both at the national and the county levels and an M&E and reporting system

will be developed. The monitoring system will leverage on the existing structures. All the

implementing entities will be required to prepare their M&E and progress reports and submitted them

to DPCAD for consolidation of a report for the entire project.

b. Implement consolidated M&E and Reporting system for the Project: This Sub-component will

support regular M&E surveys undertaken for tracking the progress of implementation of activities for

various components. Regular M&E surveys will be conducted to generate reports for consolidation by

the SEQIP Implementation team. These M&E activities will be conducted at different levels.

(i) At the National level monitoring and evaluation activities will be conducted the SEQIP

implementation teams annually and mostly during the tome of support mission. The implementing

agencies may also undertake regular M&E surveys that relate to their components.

(ii) The county teams will be regular monitor the implementation of project activities. These activities

will be done after every quarter and a report should be prepared and sent DPCAD for

consolidation.

73

c. Conducting surveys for verification, and to provide baseline, mid-line and end line values and for

impact evaluation: Third Party Technical assistants will be hired to conduct: (i) the Independent

verification for the DLR- based Component 1 and sub-component 2.2; (ii) Baseline, Mid-line and end-

line Monitoring and Evaluation studies; and (iii) Process and impact evaluation studies under sub-

component 1.2 and 3.2.

The SEQIP implementation team will conduct surveys before the start of the project to set baselines

values for targets and indicators in the Monitoring and results framework. ToRs will be developed in

collaboration with the respective coordination units. The results obtained will inform the scale up of

the project or specific interventions in the project. The ToRs prepared by the SEQIP team will be

subjected through STEPS to prior review and “no objection” by the World Bank. The Project

procurement will seek for approval of both the ToRs and the advert from the accounting officer before

advertising for the “Expression of Interest” (REOIS).

d. Conduct Studies involving Policy analysis and Operational Research: The DPCAD will hire

consultants and coordinate studies to provide inputs for enhanced Project outcomes. These studies

include: (i) an assessment to underpin reorganization of the existing educational structure; (ii)

Expenditure surveys to track capitation grants and use the findings to strengthen accounting and

reporting of capitation grant and its better utilization; (iii) study on spatial distribution of secondary

schools to ensure universal access; and (iv) a study to ascertain the prevalence and factors of gender

based and students’ violence in schools. The DPCAD will also conduct studies as per the

recommendations of the Project Steering Committee

e. Gender- sensitization Programme: This component will support the Directorate of Policy

partnership and East African Community Affairs (DPP&EACA) to develop a policy on Gender-based

violence in schools. DPCAD in collaboration with DPP&EACA and in consultation with TSC l(Gender,

Disability and Child Protection Section) will mount a gender sensitization programme for schools

through a cascade model of training by education officers, CSOs and Gender Champions in all the

targeted counties.

To make the school safer for girl students and the teachers and male student’s gender sensitive, the

component will finance gender-sensitization orientation and training in every primary and secondary

school in targeted areas. This program will aim at creating awareness, interest and action-oriented

responses to gender based and students’ violence and to empower teachers, students, and the members of

the School Board of Management with relevant information and knowledge, including locally available

referral services.

The gender-sensitization Programme will be conducted through a cascade model. At the National Level

90 Master trainers (SCDEs, QASOs, CEOs and CSOs). The Master trainers will train a total of 440(4

from each sub-county) Trainer of Trainers (ToTs) drawn from each Sub- county at the County level. A

total of 10,000 teachers from all the target schools. In every school, a teacher, preferably a female teacher,

will be appointed as a ‘Gender Champion’ who will be the focal point for all gender-related issues. The

DPCAD will in consultation with the TSC identify this champions. Structured gender-sensitization

orientation will be conducted at least twice a year in every school. The Gender champion will be

expected to sensitize other teachers and the School Members of the Board. The Gender Champion will be

empowered with additional resources with links to the county health and child protection offices. To

implement these set of activities, the MoE will work with the advocacy and social support agencies and

74

other civil society organizations with pertinent experience to operationalize the school-based tool kit on

gender sensitization and prevention of students’ violence. These interventions, including development of

the kit, will be informed by existing good practices both within Kenya and the region.

e. Sensitization and Capacity Building Programmes: This sub-component will finance continuous

capacity building of the SEQIP implementation team on skills on Project Management, Financial

management and Monitoring and Evaluation through training and exposure to best proven practices both

locally and internationally.

6.2.7 Institutional and Implementation arrangement

The MoE in general and the State Department of Basic Education in particular will be responsible for the

overall project delivery. The Principal Secretary (PS) in charge of the State Department of Basic

Education, who is also the MoE’s accounting officer, will have the primary responsibility for efficient and

effective implementation of the project for achievement of the stated development objectives. All the key

decisions, including financial and procurement, related to the project implementation will be vested with

the PS. The DPCAD will be directly responsible for the day-to day coordination and implementation of

SEQIP activities.

6.2.8 Key Assumptions

The key assumption is that all the intervention in the project will all contribute towards the realisation of

the PDO

6.2.9 Risks

These are:

(i) Inadequacy of staff both at national and county level may impinge on regular oversight of project

activities;

(ii) Change in project indicator may interfere with the monitoring of the project activities

(iii) Delays procurement of project goods, services and consultants may result to delayed project

implementation; and

(iv) Failure to generate quality information may lead to poor reports.

6.3.0 Mitigation measures

These are:

(i) Development of results framework with clear indicators;

(ii) Development of a clear monitoring plan in consultation with the stakeholders;

(iii)Leverage on the established NEMIS at the MoE; and

(iv) Encouraging all the teams to do Proactive procurement planning.

75

Table 6.2A: Implementation Plan for Sub-Component 4.2 Research, Monitoring and Evaluation (FY 2017/2018-2018/2019)

ACTIVITY

START

END

FY 2017/2018

FY2018/2019

BE Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

TOTAL

(KShs.)

TOTAL

(USD.)

SUB-COMPONENT 4.2: RESEARCH, MONITORING AND

EVALUATION

135,614,501 1,329,553.93

Develop an M&E strategy/plan and preparation of SOPs for M&E

activities

2/3/2018 30/03/2018

2,129,000.76

20,578.44

Develop M&E tools for specific component activities

2/3/2018 30/03/2018

270,000.00

2,647.06

Procurement of an M&E Specialist to develop and M&E strategy , tools

and Quarterly progress reports 2/10/2018 30/06/2019

2,900,000.00

28,432.00

Procurement of a TPVA(a firm)

2/10/2018 30/06/2019

24,200,000.00

134,314.00

Procurement of a firm for Baseline, Mid-line and end-line M&E studies

2/10/2018 30/06/2019

6,950,000.00

68,137.25

Third Party Consultancy to Carry out a study on prevalence of gender-

based and students violence

2/12/2017

28/02/2018

6,950,000 68,137

Development of a Gender-based violence policy for schools 2/7/2018 30/06/2019

2,895,300

28,385

Sensitization on Gender- based Violence Policy 1/12/2018 30/12/2018

35,483,600

347,878

Stakeholders Consultative and consensus building workshop- 1 Day

Conference Package for 50 participants @KShs. 3,000

2/7/2018 15/11/2018

150,000.00

1,470.59

Policy drafting workshop for 10 days 2/8/2018 15/11/2019

1,233,000.00

12,088.24

Policy editing and finalization workshop for 5 days 2/13/2018 15/11/2019

1,144,000.00

11,215.69

Study on Spatial distribution of secondary schools to ensure universal

access

2/12/2018 15/11/2019

6,950,000.00

68,137.00

Conduct an Assessment to underpin the existing school structure- Procure

an Independent Third Party

2/12/2018 28/02/2019

9,200,000.00

90,196.00

Conduct Expenditure Surveys to track Capitation grants

2/8/2018 1/3/2019

26,565,800.00

260,449.57

76

Procurement of a firm to conduct an Expenditure surveys to track

capitation grants for 120 days

9,200,000.00

90,196.00

Expenditure Survey for tracking capitation grants by the Project Team 15/3/2019 25/03/2019

3,405,000.00

33,382.00

Development of New guidelines for utilization of capitation grants and

Policy briefs

1/4/2019 15/4/2019

9,484,000.00

92,981.00

Dissemination and sensitization workshops for the New guidelines at the

National and Regional Conferences

20/4/2019 15/05/2019

4,476,800.00

43,890.57

National- 2 National Heads of Schools conferences (Primary and

Secondary) and National Education Calendar festivals

20/4/2019 15/05/2019

3,628,000.00

35,569.00

a. Regional (8 regions) 16/05/2019 30/06/2019

848,800.00

8,321.57

Project progress field and national monitoring activities

1/3/2018 1/3/2019

21,620,800.00

211,968.78

Monitoring and Evaluation of the project implementation team -6 teams

comprising 3 officers x2 years 1/3/2018 1/3/2019

7,508,000.00

73,608.00

Conducting a3- day workshop to consolidate quarterly progress

monitoring reports , 20/3/2018 1/3/2019

2,880,800.00

28,243.14

Support Mission

5,616,000.00

55,058.82

M & E field visits and feedback for 30 pax in Sampled Counties for 4

days 3/1/2018

10/1/2018/1

9

Joint Review Mission

5,616,000.00

55,058.82

77

Table 6.2 B: Capacity building plans and equipment requirements for all the Implementing

Agencies

1. 2

. Training activity Target Group Objective Number of

Participants

Training

Venue

Estimated

Cost (KES)

Estimated

Cost (USD)

2. Component 1

3. Training of TPD

trainers.

SEQIP Trainers To train officers who will

in turn train the trainers in

the implementation of the

TPD

34 Naivasha 1,299,990 12,745

4. Training TPD,

and SEQIP

Technical Teams

TPD and SEQIP

Technical team

To train the TPD team and

the SEQIP team on

implementation of TPD

17 Naivasha 425034 4167

5. Training of TPD

trainers

TOT/TPD Trainers To train trainers who will

be involved

170 Naivasha 170,034 1667

6. Sensitization of

the stakeholders

BOMs, TSC-CDs,

CDES, SB-CDs,

Principals, Head

teachers, Union

Reps. &330 CECs

To sensitize the

stakeholders on TPD

14,759 Naivasha 14758999 144696.078

7. Training of

CSOs for 1 day

Curriculum

support officers

To train Curriculum

support officers on TPD

672 Naivasha 47039952 4611.76

8. Exposure to TPD

best practices

TSC

Commissioners,

CEO and SEQIP

Team

To bench mark on best

practices on TPD

20 Vietnam 18,635,078 182692

9. Exposure to TPD

best practices TSC

Commissioners,

CEO and SEQIP

team

To Benchmark on best

practices

20 Ethiopia 2950044 28922

10. Training of

facilitators/trainer

s and cluster

resource teams

1. Selected

teachers

2. CSO

3. TSC-CD

To build capacity of

facilitators/trainers to

enable them train the

teachers

1742 INSET

Centres

23,204,800 227499

11. Training of

Teachers and

school based

support

1. Mathematics

and science

teachers

To enhance content

mastery and pedagogical

skills

25500 INSET

Centres

348,649,600 3,418,134

78

1. 2


Participants

Training

Venue

Estimated

Cost (KES)

Estimated

Cost (USD)

12. Training of

master trainers Sub county

Directors of

education

To build the capacity of

the school managers on

the use of instructional

materials

110 Counties 1770000 17353

13. School

Management

Training on use

of Instructional

Materials by the

SCDE

School heads

To enhance effective

utilization of instructional

Materials

630 Counties 1,890,000 18,529

14. Component 2

15. Familiarization

Tour with for

Best Practices in

India

Infrastructure

Team

Familiarization Tour with

for Best Practices in

similar Construction

Projects in a Foreign

Country

5

India

7,500,000

73,529

16. Capacity

Building on

Infrastructure

Management

Principals, BoMs

and County

Officers

Infrastructure Technical &

Financial Management,

Contract Administration

1370

Mombasa,

Kisumu,

Naivasha 31,350,000

307,353

17. Training on

scholarship and

social support

management

system

CDEs, SCDEs,

CSOs, MOE HQs

Staff

To be equipped with the

skills on the use of the

system for timely

reporting

Counties 9,645,800 94,567

18. Component 3

19. Training of the

CBC Grades 4-9

panellists on the

mobile-phone

based teachers’

peer learning

group strategy

Teachers and field

officers

The panelists to

understand the

competency based

curriculum

378 Naivasha 22,680,000.

00

226,800.00

20. Training on

teacher coaching

and mentorship

CSOs and QASOs

on

CSOs and QASOs on

teacher coaching and

mentorship to understand

their role as mentors of

teachers in the CBC

implementation.

1,500 Counties 7,520,000.0

0

75,200.00

21. Train Grade 4

teachers ToT on

implementation

of CBC

Curriculum

Support Officers

The TOTs for grade 4

teachers to understand the

competency based

curriculum.

1164 Counties 9,165,000.0

0

91,650.00

22. Training of

Teachers on

Grade 4 teachers The Grade 4 teachers to

understand the

28,000 Education 240,000,000 2,400,000.0

79

1. 2


Participants

Training

Venue

Estimated

Cost (KES)

Estimated

Cost (USD)

implementation

of CBC

competency based

curriculum and how to

teach it.

al Zones .00

0

23. Training on

formative

Assessments

KNEC and

collaborating staff

To impart knowledge,

skills and attitudes in

Formative Assessment

115 Naivasha 11,730,000 115000

24. Training on

formative

Assessment

Lower primary

Teachers

To impart knowledge,

skills and attitudes in

Formative Assessment

1,880 47

counties

77,312,000 757960.8

25. Monitoring of the

Teacher trainings

KNEC officers To monitor the training

sessions to ensure quality

115 47

counties

9,212,000 90313.73

26. Training KNEC

Stakeholders’ on

formative

assessment

Head teachers,

Education

officials,

Boards of

Management

To train the stakeholders

on their role in Formative

Assessment

1000 47

counties

20,050,000 196568.6

27. Procuring

consultants to

train KNEC staff

on item writing

portal, item

banking

KNEC staff To train the staff on item

writing portal

1 Naivasha 15,000,000 147058.8

28. Training of on

the use of Item

writing portal and

Item banking

KNEC staff To actualize the Item

writing portal and Item

banking for lower primary

curriculum

115 Naivasha 11,730,000 115000

29. Training of

teachers on

developing test

items for

Summative

assessment

Primary teachers To impart psychometric

skills in summative

assessment

4,700 47

counties

9,420,000 92352.94

30. Training on ICT

infrastructure and

cyber security

KNEC Staff To train on ICT, change

management, process

mapping and cyber

security

155 Naivasha 15,810,000 155000

31. Component 4

32. Continuous

capacity building

Head teachers/

principals, BOM,

PTA

To create awareness on the

safeguards on Project

activities

10,000 The 30

Targeted

Counties

18,370,000 180,098

80

1. 2


Participants

Training

Venue

Estimated

Cost (KES)

Estimated

Cost (USD)

33. Training of

Safeguards

Officers in charge

of safeguards

To enhance a smooth

Implementation of the

Safeguard activities

2 ESAMI(A

rusha)

778,992 778,992

34. National

Sensitization

Forum

RCEs, CDEs, and

TSC CDs


Project

102

KICD

1,371,000

13,441

35.

County

Stakeholders’

Sensitization

SCDES, TSC-

SCD,

QASOS,CEOs,

CPCs,

Marginalized

Groups, Civil

Societies


Project and get a buy- in

1,800

The 30

Targeted

Counties

10,550,200

103,433

36. County

Sensitization of

10,000

Principals and

Head teachers

Head teachers/

principals, BOM,

PTA


safeguards on Project

activities

10,000

The 30

Targeted

Counties

43,350,200 425002

37. Training on

Project Fiduciary

issues

RCES, CDEs,

TSC-CDs and

County Project

Coordinators

To build capacity on

Project Management

98

Embu

8,134,000

79,745

38. Training on

Project

Management

Project

Implementation

Technical team on


Project Management

34

ESAMI(A

rusha)

21,998,000

215,667

39. Training for

donor funded

projects

Project Finance

Officers/Accounta

nts


Project financial

Management

12 Kenya

School of

Governme

nt

3,633,840

35626

40. Training for

donor funded

projects

Project

Procurement

Officers at


Project Procurement

Management

10 Kenya

School of

Governme

nt

3,028,200 29688

41. Sensitization on

Project

Management

Technical Officers

in

To give exposure to best

practices on project

management

15

Washingto

n DC

13,350,000

130,882

42. Exposure to

Shanghai Model

MoE, TSC

&SAGAS Senior

management

To give an exposure to

Shanghai Model to inform

Policy Formulation

20

Shanghai

21,800,000

213,725

43. Exposure to the

Philippines or

Rwandan text

book Model

KICD, MOE

Senior

Management and

Project Team

To inform text book

management Policy

Formulation

21

Philippine

s /Rwanda

10,500,000

102,941

44. Short courses SEQIP To build capacity on 10

102941

81

1. 2


Participants

Training

Venue

Estimated

Cost (KES)

Estimated

Cost (USD)

training for the

SEQIP

Implementation

Team

Implementation

Team

Project Management 9,500,000

45. Training of the

M&E team at the

M&E school in

AMREF for 3

weeks

15 officers

SEQIP M&E

Team


Project Participatory

Monitoring and Evaluation

Management

15 AMREF

2,055,000

20,147

46. Induction of the

Master Trainers

on the GBV

Policy at the

National level

Field Officers,

QASOs and CSOs

To create awareness on

gender based and

students’ violence a

90 KEMI 2,516,000

24,667

47. Training Trainer

of Trainers for

GBV Policy at

the County

CSOs &QASOS To create awareness on

creating awareness, on

gender based and

students’ violence

440 County

HQS

5,380,000

52,745

48. sensitization of

teachers on the

GBV-Policy and

identification of

the champions at

the zonal level

teachers To empower teachers,

students, and the members

of the School Board of

Management on GBV

responses

10,000 Zones 20,000,000

196,078

82

Table 6.2 C: Equipment required by the Implementing Agencies

Subcomponent Implementing

agency

Equipment required

Sub-component 3.1: Development and introduction of

a Competency Based Curriculum

KICD Desk top Computers (1)

UPS (1)

Laptops (15)

Mobile white screens (10)

LCD Projectors (10)

Printer (1)

Scanners (1)

I-Pads (1)

Sub-component 3.2: Strengthening of National

System for Monitoring Learning

KNEC Desk top Computers (1)

UPS (1)

Laptops (5)

Printer (1)

Scanners (1)

I-Pads (3)

Sub-Component 1.1- Reducing teacher shortage TSC Laptops (10)

Printer (1)

Scanner (1 )

Mobile white screens (10)

I-pads (3)

Projectors (2)

4-Wheel drive vehicles (2)

Sub-Component 1.2- Enhancing teacher professional

development

CEMASTEA

Desk top Computers (1)

UPS (1)

Laptop (1)

Printer (1)

Scanners (1)

I-Pads (1)

Members of the SEQIP PPT Team MoE (DPCAD-

SEQIP)

Desk top Computers (12)

UPS (12)

Laptops (13)

Printer (4)

Modern Photocopier (1)

Scanners (2)

I-Pads (4)

Still Camera (4)

LCD Projector (2)

Mobile white screens (1) (10

4-Wheel drive vehicles

(2)

83

SECTION 7: PROJECT MANAGEMENT, COORDINATION AND DELIVERY

7.1. Implementing and collaborating agencies / parties

The Ministry of Education and the State Department of Basic Education in particular, has the

overall responsibility of delivering the SEQIP. The Department of Project Coordination and

Delivery (DPCAD) is the main implementing entity and is responsible for the day to day

activities of SEQIP. The DPCAD will be responsible to the PS. Table 7.1 below presents the

implementing entities for each sub-component.

Table 7.1A: Sub-component implementing entities

Objective Lead entity Collaborating

entities

Comp - 1 Improving quality of teaching in targeted areas

S.C 1.1 Reducing teacher shortage TSC Schools

S.C 1.2 Enhancing teacher professional development TSC /

CEMASTEA

KISE

S.C 1.3 Provision of textbooks MoE /

DPCAD

KICD / Schools

Comp 2 Improving retention in upper primary

education, and transition to secondary

education in targeted areas

S.C 2.1 Improving school infrastructure MoE /

DPCAD

DC&SCs/ BOMs /

MoPW

S.C 2.2 Improving retention in upper primary education

and transition to secondary education of poor and

vulnerable students

MoE /

DPCAD

Partner Agencies /

Schools

Comp 3 System reform support

S.C 3.1 Development and introduction of CBC KICD Schools / KNEC /

Consultants

S.C 3.2 Strengthening of national MLP and national

examination

KNEC KICD / Head

teachers /

Consultants

Comp 4 Project Management, Coordination and

Monitoring and Evaluation

S.C 4.1 Project Management, Coordination, and

Communication

MoE /

DPCAD

TAs / Consultants

S.C 4.2 Research, and Monitoring and Evaluation MoE/DPCA

D/

Consultants

84

Project Management and Coordination at the National Level

Figure 1: SEQIP Coordination Structure

Figure 7.1B: Project Coordination

National School

County

Project Steering

Committees & Project

Implementation

Team

Schools County Project

Technical

Committee

85

7.2. Roles and responsibilities of key agencies in the SEQIP

7.2.1 The roles and responsibilities of MoE

The role and responsibility of the MoE is to:

a. Formulate / review basic education policies and strategies;

b. Discuss, negotiate and together with Treasury enter agreements with the WB;

c. Assign necessary staff to the DPCAD;

d. Provide financial and other support to the DPCAD and TSC;

e. Ensure timely release of project funds;

f. Create an enabling working environment for the various implementing entities to work as

a team towards accomplishing the agreed project objectives; and

g. Overall responsibility for implementation, delivery and accountability.

7.2.2 The roles and responsibilities of the PSC

The composition of the PSC shall be as follows:

Chairperson : CS (MoE)

Secretary : PS, State Department of Basic Education

Member : Director General

Member : CEO (TSC)

Member : CEO (KICD)

Member : CEO (KNEC)

Member : CEO (CEMASTEA)

Member : Director (KISE)

Member : Representative of PS (National treasury)

Member : Director (PPEACA)

Member : Director (SNE)

Member : Chair of the Education Coordination Group

Member : Director (DPCAD)

Member : Director Quality Assurance

Member : Chief Finance Officer

Member : Head of Supply Chain Management

Member : Director, School Audit

Member : Chief Planning Officer / Chief Economist

In attendance : SEQIP Project Coordinator

In attendance : DPCAD component 1




In attendance : World Bank Representative

86

The PSC is the highest level policy and decision-making organ of the SEQIP. The PSC will be

chaired by the CS (MoE) and in his absence the PS, State Department of Basic Education. The

DG will be the Secretary to the PSC and her absence the Director (DPCAD) will assume this

role.

The roles and responsibilities of the PSC is to:

a. Provide policy guidelines and strategic direction;

b. Provide highest level project coordination with all education sector stakeholders;

c. Approve annual work plans and budgets;

d. Review progress reports as presented by DPCAD including the Implementation Progress

Reports (IPR) and the Financial Management Reports (FMR);

e. Approve amendments to the PAD & PIM; and

f. Resolve any high=level disputes arising out the SEQIP implementation; and carry out any

other tasks the CS or PSC may deem necessary for the proper implementation of the PIM.

The PSC will meet quarterly but may convene may convene special meetings as and when

necessary. The following shall constitute the procedure for the PSC meetings:

a. The Secretary to the PSC will call meetings with approval of the Chairperson. The invitation

letter shall clearly indicate the agenda, date, time, venue, and anticipated duration of the

meeting. Any documents to be approved by the PSC shall accompany the invitation letter.

The notice of the meetings shall be at least two weeks for regular meetings and three days for

special meetings. The Chairperson may act on behalf of the PSC in event urgent decisions

are required and subsequently inform the PSC.

b. The quorum for the PSC shall be 50% of members.

c. Minutes of the PSC meetings shall be recorded and properly maintained. The Chairperson

and Secretary will sign the minutes and circulate to all members.

d. The DPCAD shall implement the recommendations of the PSC and provide regular progress

reports as required.

7.2.3 The roles and responsibilities of the PS, State Department of Basic Education

The PS, State Department of Basic Education will have the following responsibilities:

a. Ensure efficient and effective implementation of SEQIP for achievement of set objectives;

b. Approve financial commitments;

c. Authorize expenditure;

d. Chair PSC meetings in the absence of the CS;

e. Provide adequate and appropriate working spaces for DPCAD; and

f. Overall responsibility as the chief accounting officer.

7.2.4 The roles and responsibilities of the DPCAD

The DPCAD is headed by a Director responsible to the PS and DG in day to day operations. The

DPCAD Director is responsible to the PSC on SEQIP high level policy and strategic direction

including high level decision making. The DPCAD is responsible for day to day project

implementation. The PS, State Department of Basic Education shall appoint dedicated staff to

the DPCAD from among the MoE staff or state agencies. The appointed staff will be experts in

87

matters of education and will serve the project on full time basis. Each DPCAD staff will be

provided with duties and tasks for the position he/she is holding.

The SEQIP will be headed by the National Project Coordinator (NPC), who will report directly

to the Director, DPCAD. There will are also be four Deputy Coordinators supporting the PC,

each responsible for the coordination and management of the four project components.

The responsibilities of the DPCAD are:

a. Overall planning, budgeting, coordination and implementation of the SEQIP;

b. Procurement of goods and services for centrally procured products;

c. Financial and personnel management of SEQIP;

d. Monitoring and Evaluation of the project;

e. Preparing, disseminating and implementation of the Project Communication Strategy (PCS);

f. Selecting training providers through the relevant sub-component implementing units;

g. Procuring short-term individual consultants;

h. Procuring Project Management Consultants, CDSCs and consulting firms (CF) for

implementing specified sub-components;

i. Overseeing the selection of scholarship beneficiaries by third party firms;

j. Preparing and disseminating financial (FMR) and technical reports to CS, PSC, PS, NT, WB,

DG, PTC and other stakeholders as required;

k. Preparing and submitting progress reports (IPR) to PSC, PTC, PS, NT, WB;

l. Liaising with MoE and the WB for review of the PAD and PIM;

m. Coordinating Project Review Missions (PRM);

n. Undertaking regular project implementation review;

o. Coordinating policy reform research, studies and surveys;

p. Preparing and implementing capacity building plans for the project implementation team;

q. Ensuring compliance with fiduciary and safeguards requirement;

r. Ensuring timely payments to consultants and contractors;

s. Ensuring effective and timely implementation of agreements between various parties in the

SEQIP;

t. Addressing disputes among implementing agencies and other parties in a timely manner and

escalating complex disputes to the PSC; and

u. Liaising with support departments like Finance, Procurement, administration, and accounts

for timely implementation of the project activities.

The DPCAD and the SEQIP project team in particular, will comprise of full time professionals

seconded to the project from MoE and its affiliated state agencies.

The Project Team comprises of the following:

a. National Project Coordinator;

b. Four Deputy Coordinators, responsible for the four Components;

c. Nine Sub-Component leads

d. Planning officer;

88

e. Two Accountants;

f. One Administrative Officer;

g. Environmental and social safeguards Specialists

h. SNE officer;

i. One ICT officer; and

j. Six Support staff (2 drivers, 2 secretaries and 1 messenger,1 clerk).

Each staff will be provided with clear TORs, which form an integral part of this PIM. The MOE

staffs are seconded to the Project on a full-time basis and, except on disciplinary grounds or

inability to perform, will remain with the project until its completion.

The SEQIP Project Team under the leadership of the Director Projects Coordination and

Delivery (DPCAD) will prepare and regularly review their annual working plans that form an

integral part of this PIM. The organizational structure of the DPCAD has been presented by

figure 6.1 in section 6.5

7.2.7 DPCAD SEQIP Project Implementation Team

The Ministry shall establish a dedicated DPCAD SEQIP Project implementation team with full

time personnel to be responsible for the day to day Project Coordination and Implementation.

The PCU will be headed by a National Project coordinator assisted by four deputies. Every

deputy coordinator will be a lead for a component.

a) Terms of References for the DPCAD Project Implementation Team at the National

Level

i. The DPCAD SEQIP Project Implementation Team

a) The terms of reference for the members of the DPCAD SEQIP Project implementation team will

be to;

b) Undertake day to day activities for the project

c) Develop appropriate materials for the Project

d) Develop implementation plan for sustainability of the project activities

e) Utilize partnership fund

f) Develop and implement system for teacher supervision for the Project

g) Undertake monitoring and evaluation of the Project

h) The National Project Coordinator (NPC)

The SEQIP NPC who will be responsible to the Director, DPCAD will be on behalf of DPCAD

Coordinate activities related to the preparation, implementation, supervision and monitoring of

the project.

The roles and responsibilities of the National Project Coordinator will be:

a) Assigning tasks to all project implementation staff in consultation with DDE and

DPCAD;

b) Manage and coordinate the preparation of project reports, Annual work plans, work

programming and budgeting;

c) Ensure the day to day management of the project in consultation with DDE- SEQIP and

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the Deputy Coordinators, and the World Bank;

d) Coordinate and work closely with other implementing entities to prepare, consolidate and

submit annual work programmes budgets, procurement plans and disbursement forecasts

timely to the World Bank;

e) Be the project alternate AIE holder;

f) Facilitate Planning and Coordination of joint Reviews on the SEQIP Project;

g) Consulting with the World Bank and circulating to all projects sub-implementers a list of

all local commercial Banking institutions acceptable to the World Bank for disbursement

of project funds;

h) Facilitate Approval by DPCAD of project financial reports and reporting to the Project

Steering Committee, the World Bank, and the wider public finance

i) Take lead in the sharing of relevant project information to project stakeholders;

j) Supervise the financial management and administration of the project;

k) Coordinate Preparation and submit quarterly project progress reports; and

l) Perform any other duties assigned by the DPCAD.

ii. Deputy Project Coordinator (Component 1 lead).

The Deputy Project Coordinator will be responsible to the Project Coordinator, SEQIP.

His/her duties will include, but not limited to:

a) Coordinate preparation of Annual Work plans and budgets;

b) Coordination of Procurement and delivery of science, mathematics and English text

books for primary schools and mathematics, Chemistry, Biology and English text

books to public schools in the targeted areas;

c) Identification of training needs;

d) Provision of MoE policy guidelines;

e) Linking technical working group.

f) Present reports on component 2 at the technical committee meeting;

g) Coordinate preparation of relevant project reports, work performance and cost

estimates;

h) Supervise staff under the component; and

i) Perform any other activity assigned by the DPCAD/DDE/ NPC.

iii. Deputy Project Coordinator (Component 2 lead).

The Deputy Project Coordinator will be responsible to the project coordinator; his/her duties will

include, but not limited to:

a) Supervise the DC&CSs;

b) Link between DC&SCs and MoE;

c) Coordinate the preparation of relevant project reports, work programs and cost estimates

of Component 2;

d) Supervising staff in component 2;

e) In consultation with DC&S Consultants identify the beneficiary schools;

f) Present reports on component 2 at the Project Technical Committee meeting;

g) Coordinate the monitoring of the assessment of project progress of activities of

component 2; and

h) Coordinate the identification of scholarship and social beneficiaries

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Perform any other activity assigned by the DPCAD/DDE/NPC.

iv. Deputy Project Coordinator (Component 3 lead).



a) Coordinate the preparation of annual work plans, project reports, work programs and

Budgets of Component 3;

b) Coordinating staff in component 3;

c) Present reports on component 3 at the Project Technical Committee meetings;

d) Identification of training needs;

e) Provision of MoE policy guidelines;

f) Link technical working group with MoE; and

g) Perform any other activity assigned by the DPCAD/DDE.

vi. Deputy Project Coordinator (Component 4 lead)



a) Coordinate the project implementing agencies at the National and County levels;

b) In charge of overall project safeguards and fiduciary issues, including implementation of

social accountability and transparency mechanism;

c) Coordinate the capacity building activities of implementing agencies at the National and

County levels.

d) Coordinate the preparation of annual work plans, project reports, work programs, and

Budgets for Component 4;

e) Coordination of Communication on the SEQIP Project;

f) Coordinate the development of a communication strategy for the SEQIP Project;

g) Receive and compile Monitoring and Evaluation reports from the counties;

h) Coordinate the capacity Building in the project communication, Monitoring and

Evaluation;

i) Coordinate the implementation of Component for M & E and Communication Strategies;

j) Coordinate Result monitoring and Evaluation for the SEQIP Project; and

k) Perform any other activity assigned by the DPCAD/DDE/NPC.

vii. Special Needs Education Officer.

Her/his responsibilities are:

a) To assist in coordination and implementation of component 1;

b) Provide technical expertise in special needs and disabilities;

c) Give advisee on procurement of assistive devices;

d) Coordinate adaptation of books for learners with visual impairment;

e) Participate in the training of teachers in special schools;

f) Prepare reports to be submitted to the directorate on quarterly basis;

g) Any other work assigned by the coordinator; and

h) Perform any other duties assigned by DPCAD/DDE/NPC.

i)

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Environment Safeguards Specialist

Her/his duties and responsibilities are:

a) Participate and guide the DC&SCs on the environmental and social screening process,

advise the requisite supplementary environmental safeguards instruments to be prepared

for the subprojects

b) Review and provide comments on the draft Environment Assessment reports (ESIAs &

ESMPs) prepared by DC&SCs to improve quality of the output consistent with the Terms

of Reference (ToRs) World Bank Safeguards Policies requirements and applicable

national laws, legislation and regulations;

c) Ensure that the draft ESIAs/or ESMPs are submitted to the World Bank for review and

clearance, the cleared ESIAs are submitted to NEMA for review and licensing

d) Provide input to Contractor selection processes, ensuring that the Environment, Health

and Safety aspects are included into the bidding and contract documents

e) Project Implementation, Monitoring and Supervision

f) Prepare training materials and conduct safeguards training workshops to MoE staff,

DC&CSs and Contractors;

ix. Social Safeguards Specialist

Her/his duties and responsibilities are:

a) Focus on Gender and Socio-economic equity and look at critical areas for improvement

of student learning and targeted areas.

b) Preparing internal social guidelines for the preparation, implementation, monitoring and

reporting of social documents required by various safeguards instruments;

c) Reviewing Social Implementation Plans such as the Vulnerable and Marginalized Groups

Plan, Social Assessment Plan and other social safeguards documents prepared by

consultants to ensure compliance with relevant safeguards policies of the Government of

Kenya and the World Bank;

d) Providing recommendations to SEQIP implementation team and Implementing

Agencies accordingly and make necessary changes prior to submission of relevant Social

Safeguard instruments to the World Bank, ensure consistency in the level of proficiency

and presentation of the documentation; •

e) Supporting SEQIP implementation team in the review of documentation pertaining to

Social Safeguards compliance (including bidding documents, reviews on-site, reports

from contractors etc.) during project implementation;

f) Contribute to project progress reports pertaining to overall implementation of Social

Safeguards requirements of the project; •

g) Preparing training materials, and conducting technical training workshops to MOE and

SEQIP Implementation staff as well project implementation agencies on Social

safeguards requirements; •

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h) The TA will continually monitor the inclusion of VMG and the achievement of gender

equality especially in the administration of the scholarships and mentorship while liaising

with the school based Gender Champion teacher on modeling and gender based violence.

i) In collaboration with the project management unit, the TA will ensure improvement of

public health in the schools and that the improved sanitation facilities are gender

segregated and meet the required privacy standards to encourage girls’ attendance during

menstruation.

j) Provide technical support to communities on their effort on social mobilization against

cultural practices such as FGM and early marriages which hamper retention and

completion of school by girls.

x. Monitoring and evaluation officers

Their responsibilities are:

a) Preparation of a comprehensive monitoring plan/strategy;

b) Development of data collection tools;

c) Preparation for TORs for Third Party Verification;

d) Providing Baselines for the Project;

e) Work closely with the KNEC in carrying out Monitoring Learning Achievement to Form

baseline for SEQIP;

f) Assist Component coordinators and subcomponent leads in drawing Work plans and

Monitoring Plans;

g) Develop tools for Joint Sector Reviews;

h) The desk-based process monitoring based on sector performance indicators using data

generated from the NEMIS Third Party Verification and reports of activities, as well as

complementary reporting systems within each component;

i) Consolidate Monitoring reports from Program leaders will be consolidated by an M&E

team into an annual M & E report for SEQIP;

j) Carry out field-based process monitoring;

k) Organize Focused impact surveys to be undertaken as part of, formative evaluation

focusing on particular aspects of SEQIP and employing specific diagnostic tools to

provide information to aid decision-making during implementations;

l) Take lead during the Mid-term Evaluation to be conducted in 2015 and

m) Take lead during Summative evaluation will be conducted in 2018 towards the end of the

Programme to provide information on the achievements, outcomes and lessons learnt.

x. Finance officer


a) Ensure that payments are made as per budget allocated to each project component and

expenditure category;

b) Institution of planning and budgeting;

c) Financial planning;

d) Financial controls and reporting;

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e) Compile monthly all budgets and cash flows;

f) Monitor budget performance;

g) Prepare explanations of budget variances;

h) Ensuring availability of resources;

i) Ensure adequate funds flow from donor to the project;

j) Addressing audit issues and recommendations; and

k) Facilitation and dissemination of financial management reports.

xi. Accountant


a) Maintain opening balances for the project accounts;

b) Ensure compliance of budgetary and internal control procedures;

c) recording and reporting;

d) verify accuracy of data posted in financial management systems;

e) monitor the performance of funds flow mechanisms for the project (client connection

etc);

f) prepare the required project statements and required schedules

g) Overseeing preparation of IFR’s;

h) Ensuring that all payments are supported by supporting document;

i) Accounting for advances from designated accounts to the Project Accounts;

j) Ensuring that there no ineligible expenditures;

k) Ensuring timely replenishment of Project Accounts;

l) Ensuring that there are no cash flow challenges;

m) Supervising Project Accounts Staff;

n) Ensuring timely submission of Financial reports to the Auditors;

o) Maintaining relevant books of accounts;

p) Attending to all Accounts Audit queries; and

q) Attending to all accounting issues raised by the World Bank.

xii. Procurement Personnel

Their responsibilities are:

a) Ensure that the funds provided under the Credit Agreement for Project for procurement of

goods and services are used for the intended purpose;

b) Maintain inventory and asset register (review stock management system to determine re-

order levels and identify the most suitable supplier from the prequalified list;

c) Identify and earmark idle/obsolete items for disposal;

d) Ensure that the procurement process is carried out in accordance with the Public

Procurement and Asset Disposal Act, World Bank Guidelines, Project Procurement

Strategy for Development, Project Procurement Manual;

e) Preparation of the Annual Procurement Plan;

f) Publication of General Procurement Notice (GPN) ,Specific Procurement Notice and all

other procurement notices (REOI, Tenders) in the required press (National press and

Ministry Website);

g) Publication of all Procurement Activities (Project Procurement Plans) in the Systematic

Tracking of Exchange Programme (STEP);

h) Preparation of bids documents and liaise with the User Departments on preparation of the

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respective technical specifications including Terms of Reference (T.O.R);

i) Coordinating of evaluation of all EOI, proposals, tenders (Consulting & Non-Consulting)

in addition to facilitating negotiations and awarding of Contract;

j) Notifying the tender results to all successful and unsuccesful bidders;

k) Undertake marking sounding and market survey activities;

l) Maintenance and safe custody of all procurement records and make them available as and

when required for Procurement Audit / Post Procurement reviews;

m) Handling of all Procurement related matters- Request for information, audit queries and

all tender appeals;

n) Maintain and update list of pre-qualified Suppliers;

o) Procure goods and services on time and deliver them to the respective users in an

effective manner using the most economic and efficient method

p) Ensure timely preparation of payment document for suppliers and coordinate with

Accounts for timely payment;

q) Ensure implementation of Contracts (Contract Management);

r) Coordinate and assist implementing agencies on procurement matters; and

s) Perform any other related activities that shall be assigned.

b) The role of project specialists: procurement; financial management; M&E;

communication and disclosure; and other technical Consultants

The DPCAD will procure consultants on a needs basis to support procurement, financial

management and reporting, M&E, and communication and disclosure.

The Chairperson of the EDPCG will represent the DPs at the PSC. He / she will provide advice

to the SEQIP and inform the DPs on the progress of the Project.

c) Role of the National Treasury and the WB (Enablers and Financiers)

The role and responsibility of the NT is to:

i. Negotiate and sign agreements for funding from the WB;

ii. Advise on financial and fiduciary issues;

iii. release funds for the project, timely, when requested to do so; and

iv. Designate a representative to the PSC.

The role and responsibility of the WB is:

i. Provide technical advice for the conception, design, planning and implementation of the

SEQIP;

ii. Timely release of funds for the project when requested and all requirements are met;

iii. Source for and provide international technical assistance to the Project when needed;

iv. Plan for and arrange for international project reviews;

v. Participate in PSC meetings;

vi. Attend joint reviews; and

vii. Attend any other meetings convened by the MoE or even the WB.

7.2.8 Project Management and Coordination at the County Level

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a) Role of County and Sub-county project coordination and delivery

The County and Sub-county Education Offices will play a key role in facilitating and monitoring

project implementation at the school level. At the County level, the existing County Project

Coordination Unit (CPCU), each having a County Project Coordinator, set up under the GPE-

PRIEDE Project will be responsible for facilitating SEQIP implementation and monitoring.

SEQIP will support CPCUs with relevant operational costs. The CPCUs will coordinate with the

MoE following the well-established mechanisms under the GPE-PRIEDE Project. The TSC

County and Sub-county Offices will work along with the CPCU for implementation of activities

related to alleviation of teachers’ shortage and teachers’ professional development.

The County Project Coordinator will be responsible for the day to day management of the

Project Activities at the County. Project implementation will be mainstreamed into the

government systems. The County Technical Committee (CTC) chaired by the County Director of

Education will provide oversight for the implementation of project activities, strategic direction

and undertake result monitoring at the County. It will comprise of:

1. County Director of Education- Chair Person;

2. County Director- TSC- Co-Chair Person;

3. County Project Coordinator- Secretary;

4. Sub-County Directors of Education;

5. Sub-County TSC Directors;

6. A Representative of Quality Assurance and Standards Officers;

7. A representative of the Curriculum Support Officers;

8. A representative of INSET Centre Principals;

9. Two representatives of heads of Project Schools (Primary and Secondary); and

10. Trainers’ representative.

a) Terms of Reference for the County Technical Committee

The terms of reference for the County Technical Committee will be to:

(i) Coordinate and oversee implementation of the SEQIP;

(ii) Approve and monitor the project activities;

(iii) Provide overall guidance and support of the Project;

(iv) Receive and advice on policy briefs on the status implementation of the Project

activities;

(v) Provide guidance on resource mobilization allocation and utilization for the Project;

and

(vi) Review Monitoring and Evaluation Report on Project status and take appropriate

actions.

b) Terms of Reference for the County Project Coordinator

The SEQIP Project County Project Coordinator will be responsible to the County Director of

Education, State Department of Education. His /her duties at the County will include but not

limited to:

i. Overall coordination of all activities related to the preparation, implementation;

ii. Supervise monitoring and evaluation of the project;

iii. Supervision and assigning of tasks to all project implementation staff;

iv. Manage the preparation of project reports;

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v. Ensure the day to day management of the project in consultation with County Director of

Education;

vi. Coordinate and work closely with other implementing entities to prepare consolidate and

submit annual work programmes budgets;

vii. Ensure the effective coordination and implementation of the project;

viii. Act as the Secretary to the County Project steering committee;

ix. Be project an alternate AIE holder;

x. Approving overall project financial reports and reporting to the County project Steering

Committee;

xi. Ensuring that all project Bank Accounts are opened and operated in a controlled manner

ensuring timely and efficient procurement and disbursement of funds.

xii. Coordinate sharing of relevant project information to project stakeholders;

xiii. Supervise the financial management and administration of the project; and

xiv. Prepare and submit quarterly project progress reports.

b) Responsibilities for other County Project Implementing Units are:

i. For component 1: Improving quality of teaching in targeted areas

For component 1.1, the TSC County Director will submit data for the project schools to the

TSC headquarters, recruit teachers for primary schools in their respective counties,

coordinate recruitment of SME teachers for secondary schools, deploy recruited primary

school teachers to the targeted primary schools.

ii. For component 1.2 (a), the TSC County Director will:

coordinate Teacher Professional Development (TPD) pprogrammes in the county;

Identify TPD priorities;

Share information with all stakeholders; and

Produce annual TPD plans.

iii. For component 1.2 (b), the TSC County Director and the County Director of

Education will:

Coordinate implementation of project activities;

Manage project activities at the INSET centers

Manage funds for project activities at the County level;

File training returns on project activities to CEMASTEA and TSC;

Maintain data bank of trainees, trainers, and training centers in the County;

For sharing of good classroom practices among teachers in the County;

Assign TSC Sub-County Directors and CSOs to support school based teacher capacity

development;

Monitoring and Evaluating project activities;

Monitor TPD programmes; and

Any other role assigned.

iv. For Component 1.3

The CPCU will collect data on status of textbooks in schools, verify the same and

communicate the same to the MOE; and

Assist in sensitising the BOMs and other stakeholders on textbook management.

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v. For component 2: Improving retention in upper primary school and transition to

secondary school in targeted areas

Facilitate identification of beneficiaries for scholarships and school kits;

Support distribution of school kits;

Organise advocacy and gender sensitisation forums;

Support identification of gender champions;

Link the DCSC and contractors to MoPW’s offices in counties are mandated to handle all

the infrastructure developments in the respective counties. Only about 25%of their total

work relates to education infrastructure, most of which are the NCDF funded buildings;

and

Sensitise BOMs and other stakeholders on school infrastructure component.

vi. For Component 3: System reform Support

The CPCU will identify venues for training of County Officers and Teachers on the

implementation of CBC;

The CSOs will train teachers on the Implementation of CBC at the zonal level; and

For component 3.2, the TSC County Director will identify teachers from schools in their

respective counties for CBA training and County Director of Education will identify

venue for training.

vii. For Component 4: Project Management. Coordination & Communication

Collection of data; and

Organise screening forums for purposes of safeguards.

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SECTION 10: ENVIRONMENTAL AND SOCIAL SAFEGUARDS (E&SS)

The implementation of Component 2 will involve construction work aimed at improving school

infrastructure in selected schools. About 3,000 primary schools and 1,000 secondary schools

including those for Special Needs will benefit. Approximately 3,000 primary schools will benefit

from WASH facilities, connection to electricity and rehabilitation of highly unsafe structures.

Approximately 30 special needs schools will benefit from the special needs interventions. At the

secondary school level, approximately 1,600 day and boarding schools will benefit. In addition,

18,000 vulnerable children will benefit from Scholarship programme while 37,500 pupils will

benefit from the social support programme. These interventions are aimed at improving

retention and transition from primary to secondary school. An Environmental and Social

Management Framework (ESMF) prepared by the Ministry seeks to prevent or mitigate any

anticipated negative impacts on the environment and communities affected by the project. The

ESMF sets out the principles, rules, guidelines and procedures to assess the environmental and

social impact. It gives an overview of the applicable national legislative and regulatory

framework that project will operate under and the World Bank safeguards operational policies

and procedures for environment and social issues. It also provides guidelines for screening

environmental and social impacts; and will help the project implementing agencies and

contractors to integrate environmental and social concerns in their activities. This section of the

PIM gives the activities and institutional arrangements for the implementation of the

environmental and social safeguards.

The SEQIP is conceived, designed and will be implemented to have positive impacts on quality

of secondary education and transition and retention of learners in upper primary and secondary

schools.

10.1 Environmental and social safeguards

10.2 Introduction

The major project activities under component 2 include; (i) construction of new additional classrooms,

science laboratories, multi-purpose rooms/libraries, dormitories, toilets and water facilities, electricity

provision based on school-based infrastructure needs assessment of secondary schools, and about 1000

secondary schools will benefit; (ii) construction of toilets, water facilities and replacement of highly

unsafe structures in primary schools, and about 3000 primary schools will benefit and (iii) construction of

one modern training centre with boarding facilities at the national level . In addition, 18,000 vulnerable

children will benefit from Scholarship programme while 37,500 pupils will benefit from the

social support programme.

These proposed activities will be subjected to environmental and social assessments. The implementation

of these activities will be limited to existing primary and secondary schools, and thus no land acquisition

will be carried out under this project.

The ESMF is the main reference document to guide mainstreaming of Environment and Social

safeguards agenda into project design and implementation. Until the beneficiary schools are

identified, ESIAs / ESMP cannot be done. However, the broad location and nature of

construction have been determined and this has made it possible for the WB safeguard policies

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triggered by the SEQIP to be identified. The screening exercise will determine the potential

impacts of each sub-project.

10.3 Environmental Safeguards

The environmental impacts on a local and small scale, both positive and negative are anticipated

during the implementation of component 2 that involves construction of classrooms, laboratories

and sanitary facilities among others. These include:

(a)The positive impacts

These impacts include: improved facilities, enhancing the aesthetic view; improved air quality

due to decongestion and expansion of classrooms; improved access to clean portable water; and

improved waste water management.

(b) Negative impacts

These include:

Increased use of non-renewable energy

Vegetation clearance and topographical disturbance

Soil pollution/ erosion

Air pollution

Deforestation

High demand for construction raw materials

Increased energy demand

Noise pollution

Increased solid waste generation (demolition and construction debris);

Increased silt load

Generation of hazardous waste- E-Waste, waste oil

Increased water demand and water quality

Waste water management

Occupational Health and Safety Risks

Public Health and Safety Impacts

10.4 Social Safeguards

The following potential negative impacts (as seen from the family perspective) are anticipated

with respect to social safeguards during the implementation of the Scholarship Programme:

Reduction in support to family and domestic activities;

Reduction in benefits accruing from early marriages.

Potential community health and safety risks from the construction activities to the

students and school staff.

Labour influx may lead to social vices

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Nepotism in the selection of eligible candidates for the programs

Possibility of elite capture especially the scholarship program at the community and

county levels thus excluding target groups

10.5 WB Safeguards Policies triggered by the SEQIP

SEQIP project is classified as environmental Assessment category B on the assumption that there will be

no major civil works funded and no physical economic displacement will take place. All the new

infrastructure is expected to be constructed on public land.

The project has therefore triggered three WB Safeguards Policies as indicated in Table 10.1

below:

Table 10.1: WB Safeguards Policies triggered by the SEQIP

OB/BP Safeguard Policy Objectives Reasons for Trigger

4.01 Environmental

Assessment (EA)

Ensure the environmental and

social soundness and

sustainability of the project; and

Integrate environmental and social

issues in the whole project cycle

and decision-making.

Construction of

school infrastructure

has potential negative

impacts on the

environment.

4.10 Indigenous People

(IP)

Preserve and avoid interference

with the socio-cultural

environment of IP

Some targeted

schools are in areas

occupied by IP

4.11 Physical Cultural

Resources (PCR)

Preserve PCR and avoid their

destruction or damage

Implementation of

some of the

subprojects may

involve excavation

activities that may

lead to impacts on the

PCR.

10.6 Safeguards Implementation Framework

Environment and Social Management Framework (ESMF) and Vulnerable and Marginalized

Groups Framework (VMGF) frameworks were prepared for the project during preparation and

are annexed to this PIM. Implementing agencies/entities are encouraged to refer to this

document for guidance on environmental and social safeguards. The Project will recruit

qualified Environment and Social Experts to support the MOE/DPCAD, the Environment and

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Social Experts will ensure that the project, Consultants and Contractors comply with the

safeguards requirements and as documented in the project documents including the PAD and all

implementation manuals.

The Environment and Social Experts will ensure that each of the DC&SCs engages a competent

social and environmental expert who should be registered by NEMA. The experts will assist in

the screening of identified sub-projects, as well as assist in the monitoring and supervision of the

construction activities of the sub-projects, prepare the relevant supplementary environment

safeguards assessments including the Environment and Social Impact Assessment (ESIA) and or

Environment and Social Management Plans (ESMPs), ensure the environment, health, safety and

social aspects are incorporated into the bidding documents and contracts, and supervise the

contractor implementation of the ESMPs . The DC&SC -Environment Expert will submit the

ESIAs/or ESMPs reports to the DPCAD’s Environment Expert for review and comments, the

ESIAs/or ESMPs will be submitted to the World Bank for review and clearance. The cleared

ESIAs will be submitted to NEMA County offices for review and licensing. After licensing from

NEMA the ESIAs/ESMPs will be disclosed in the Ministry’s website and in the World Bank

InfoShop. The DPCAD will coordinate the implementation of safeguards’ plans (to be prepared

by the DC&SCs) at the County, Sub-County and School levels. Similarly, the DPCAD will

oversee all stakeholders’ consultations as described in the ESMF

10.7 Safeguards Implementation Arrangement

Safeguards implementation for the SEQIP will be done at three levels, namely: the schools

where construction works will be undertaken; at the County and Sub-county levels by the

education and environmental officers; and the national level by the MOE/DPCAD, contracted

experts and DC&SCs. The overall safeguards management and coordination will be done by

DPCAD with the support of the environmental expert hired by MoE for this purpose. The

DPCAD will ensure that the DC&SCs will prepare and screen all component 2 construction sub-

projects. In addition, they will see to it that all necessary documentation, procedures and

protocols required for approval by the WB and NEMA are adhered to particularly where ESIAs

or ESMPs will be required.

The MOE / DPCAD / Environment and Social Safeguard Specialist: will have the overall

responsibility of managing and coordinating implementation, compliance and enforcement of

safeguards requirements. The department will also be responsible for the following:

a. Gathering and managing all information related to safeguards;

b. Avail funds for implementation of safeguards activities and plans;

c. Preparation of TORs for hiring of DC&SCs Environment and Social safeguards experts;

d. Review the environment and social screening forms as updated by the DC&SCs-

Environment Expert

e. Prepare TORs for ESIAs studies for the identified sub-projects,

f. Review the ESIAs/ESMPs prepared by the DC&SCs-Environment Expert

g. Submit the ESIAs/ESMPs to the World Bank for review and clearance

h. Submit quarterly monitoring reports of active investments under implementation to the

PSC;

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i. Liaison with the WB on matters of environment and social safeguards;

j. Ensure compliance World Bank safeguards requirements, and national statutory

requirements including NEMA and DOSH for the sub-projects; and

k. Provide feedback to DC&SCs, contractors and field staff based on M&E reports.

DC&SCs will be responsible for the following:

a. Identifying the schools to benefit from the construction works and conduct environment

and social screening of the identified school projects for their environmental and social

impacts to determine whether ESIAs or ESMPs are required;

b. Hire competent environment and social experts who will perform project environment

and social screening;

c. Preparation of ESIAs and ESMP for each sub-projects;

d. Pay due attention and offer guidance on selection of construction sites with respect to

potential environment and social issues;

e. Ensure that Environment, Health, Safety and Social aspects are incorporated into the

bidding documents and contracts

f. Supervise the Contractors implementation of the ESMP and ensure compliance to the

safeguards and statutory obligations;

g. Prepare or contribute to the monthly and quarterly safeguards reports to be submitted to

MoE

h. Capacity building for safeguards implementing entities for monitoring and compliance.

Civil Contractors will be responsible for:

a. Hiring competent staff and prepare Contractors ESMP to manage environment, health

and safety risks and impacts;

b. Implementation of CESMPs and OHS plans ;

c. Use best construction practices to minimize waste and damage to environment;

d. Ensuring compliance with safeguards plans and Occupational, Health and Safety

requirements; and

e. Generation of safeguards monitoring reports

NEMA will:

a. Review, approve and provide license to subprojects based on the ESIA’s reports

submitted;

b. Play oversight role; and

c. Conduct periodic monitoring of the sub-projects to determine compliance with approved

ESIA.

The WB Safeguard specialists will:

a. Review and clears ToR for environmental Assessments

b. Review and give no objection to ESIAs and safeguard plans.

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c. Undertake post screening review of the sub-projects to ensure the projects meet the

criteria

d. Participate in the joint implementation support mission to supervise safeguards

compliance

County / Sub-County Officers will:

a. Coordinate all site safeguards activities in liaison with DPCAD;

b. Liaise with the NEMA County offices for ESIAs approvals;

c. Supervise contractors in liaison with DC&SCs;

d. Support M&E activities at the county and sub-county level;

e. Lead stakeholder consultations; and

f. Make reports to DPCAD and implement decisions from national office.

10.8 Implementation Schedule for the Safeguards

Table 10.2 gives a brief overview of the key E&SS activities, the responsible agency and the

period to be accomplished.

Table 10.2: E&SS activities schedule

S. No. Activity Implementing

Agency

When?

1 Hire two safeguard experts

(Environment and Social Experts )

by DPCAD

DPCAD Before contracting of

DC&SCs

2 Ensure that TORs for DC&SCs

include E&SS expert

DPCAD Before contracting of

DC&SCs

3 Review of manuals to ensure E&SS

issues are well addressed

E&SS Expert Before DC&SCs

design projects

4 Hire of E&SS Experts DC&SCs Before selection of

schools

5 Screen individual sub-projects with

the Environment and Social

Screening Form annexed in the

ESMF

DC&SCs Before construction

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6 Prepare ESIA TORs for

Environmental assessments of

subprojects

DPCAD (ESS expert)

Before construction

7 Prepare ESIAs or ESMPs depending

on the screening outcome of the sub-

projects

DC&SC Before construction

8 Consult stakeholders Local MOE staff Before construction

9 Review of the ESIAs or ESMPs

prepared by the DC&SC

Environment and

Social Experts

(MOE)

Before construction

10 Submit ESIAs or ESMPs to WB for

review and clearance

DPCAD Before construction

11 Seek NEMA approvals and licenses DC&SCs / DPCAD Before construction

12 Incorporate environment, health,

safety and social aspects to the

bidding and contract documents

DC&SCs / DPCAD Before construction

10.9 Supervision and Reporting of Environmental and Social Safeguards

The MoE through the DPCAD will manage and coordinate the E&SS issues. The DPCAD will

provide to implementing entities key areas on which supervision will focus. The supervision

will include monitoring, evaluation, reporting and disclosure on all results linked to E&SS

issues. The DPCAD will: monitor all implementing entities to determine whether they are

carrying out their activities in conformity with World Bank environmental and social safeguards

policies and other National Environmental legal requirements; flag out any problems that may

arise during implementation and recommend to the implementing entity ways to resolve them;

recommend changes to the project design as appropriate; identify any threats to project

sustainability and recommend risk mitigation strategies.

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. The DPCAD will communicate their M+E reports to the implementing entities through

quarterly reports. The reports will include key findings and recommendations on all aspects of

safeguards compliance.

10.10 Capacity Building Plans

The effective planning, design and implementation of the E&SS will require capacity building of

all key component 2 implementing agencies. These include the DPCAD, DC&SC, MOE

Architects and Engineers seconded from the Ministry of Public works, County and sub-county

project staff, school managers, and communities. The capacity building will be done before the

identification of schools to benefit from SEQIP funding. The capacity building activities will be

concretized when the E&SS Expert is hired by DPCAD. He or she will be expected to prepare

and lead the implementation of a detailed CB plan. The capacity building for SEQIP E&SS

activities will cover the following:

a. Understanding E&SS issues, values and evaluation of indicators;

b. Sensitization of school communities on E&SS agenda well as management of

environment and Social impacts

c. WB and NEMA standards, procedures and requirements;

d. Screening of individual sub-projects at school level;

e. Data collection and management;

f. Monitoring and Evaluation; and

g. Reporting.

10.11 Grievance Redress Mechanisms

The MOE through the DPCAD will establish and implement a Grievances Redress Mechanism

(GRM). The DPCAD will be responsible for the management and coordination of the GRM.

Table 10.3 shows the flow of grievances under the proposed GRM. In this regard, the DPCAD

will ensure that adequate and effective communication facilities and channels are in place for the

effective operation of the GRM.

Table 10.3: Procedures for addressing complaints (See ESMF for details)

Process Description Time

frame

Other information

Identification of

grievance

Face to face; phone; letter, e-mail;

recorded during public/community

interaction; others to the School

head/ Principal

1 day Email address; hotline number

Grievance assessed

and logged

Significance assessed, and

grievance recorded or logged (i.e.

in a log book) by project

coordinator at relevant level

4-7

days

Significance criteria: Level 1 –

one off event; Level 2 –

complaint is widespread or

repeated; Level 3- any

complaint (one off or repeated)

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Process Description Time

frame

Other information

that indicates breach of law or

policy or this ESMF provisions

Grievance is

acknowledged

Acknowledgement of grievance

through appropriate medium

7-14

days

Development of

response

Grievance assigned to appropriate

party for resolution.

Response development with input

from institutional management/

relevant stakeholders

4-14

days

Response signed off Redress action approved at

appropriate levels

4-7

days

Project staff to sign off

Implementation and

communication of

response

Redress action implemented and

update of progress on resolution

communicated to complainant

4-7

days

Complaints Response

Redress action recorded in

grievance log book

Confirm with complainant that

grievance can be closed or

determine what follow up is

necessary

4-7

days

Close grievance

Record final sign off of grievance

If grievance cannot be closed,

return to step 2 or refer to project

officer or recommend third-party

arbitration or resort to court of

law/ National Environment

Tribunal.

4-7

days

Final sign off on by SEQIP

National Project Coordination

10.12 The ESMF Implementation Budget

The ESMF implementation costs are given in Table 10.4. The MOE through DPCAD will make

these funds available on a timely basis for effective implementation of the ESMF.

Table 10.4: ESMF Implementation Budget

S/NO. Activity Item Description

Total

Cost

107

(USD

Capacity Building on ESMF

1.

Training Key Stakeholders on ESMF

(Including development and printing of

awareness creation materials),

Training workshops on

mainstreaming ESMF and

sensitization of key

stakeholders on their roles in

the project ESMF

implementation process at

National, County and School

Levels, Compliance to EMCA

and Training for contractors on

Chance Find Procedures (see

Annex F) prior to mobilization

200,500

ESIAs for Component Projects

Monitoring by Safeguards Specialist

2. Monitoring and reporting of

ESMF/ESIAs/ESMPs implementation

Field visits for project

activities monitoring every

quarter

135,000

Other Activities

3. Annual Environmental Audits and

Social Reviews

Hire a consultant to undertake

the internal reviews to avoid

delays

185,706

4.. Training needs on application and

management of laboratory equipment

and detergents to all.

To be conducted by a DOSH

Registered Experts to all

project implementers

87,500

Total 608,706

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SECTION 11: PROJECT MONITORING AND EVALUATION

11.1 Objectives and Scope of the M&E System

The purpose of monitoring and evaluation is to collect data and information to assess whether the

intended development objective of the SEQIP is being met or not. M&E will also identify gaps

in the implementation and provide evidence for taking remedial actions. M&E will support

learning and feedback to inform remedial actions in the design, planning and implementation

stages of the SEQIP. The M&E will be conducted at three levels, namely:

a. Project implementation level: to ensure that the planned procedures and guidelines are

being followed, timelines met, and resources utilized as planned;

b. Project outputs level: including intermediate outcomes as given in the annual plans, DLIs,

and Results Framework; and

c. Project objectives level: includes Key Performance Indicators for sub-components,

components and project levels.

11.2 Management Information System

The DPCAD will develop a computerized M&E management information system. This system

will be used to collect and manage the project data. The system will be used together with the

EMIS developed under the GPE-PRIEDE project for collecting data for sub-components 1.3, 2.1

and 2.2. The M&E MIS will be capable of collecting data on all project inputs, activities and

outputs. Data analysis will be incorporated in the M&E MIS spreadsheets. DPCAD will organize

training for project staff including those in state agencies and county levels. With the support of

a consultant, DPCAD will deliver the following:

a. Develop, publish and disseminate training and operating manuals for data collection,

compilation, and confirmation at every level;

b. Specify standards for quality assurance and supervision; and

c. Specify the processes by which implementing entities will monitor and report

11.3 Planed Monitoring and Evaluation Activities

The schedules for the project M&E activities are summarized in Table 13.1. The table captures

and identifies the entities responsible for: data reporting and the reporting frequency, data

collection, data analysis, decision making based on generated information. The following key

M&E activities are included in Table 13.1 but will be elaborated in the M&E implementation

manual to be developed by the DPCAD with the assistance of the M&E consultant:

a. Baseline surveys, results and reporting;

b. Routine monitoring of project implementation by DPCAD and WB review missions;

c. Midline surveys, results and reporting;

d. DLIs and DLRs independent verification; and

e. End-line surveys, results and reporting.

A detailed operating manual specifying the routine M&E activities for monitoring and evaluating

project progress will be developed. The following procedures will be adhered to during such

visits:

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a. Proper preparations will be done before the visit, including assigning responsibilities and

preparing templates for data collection;

b. Within one week after the field visit, a report will be prepared detailing the findings of the

routine M&E visits. The report will be made to the National Project coordinator and the

Director of DPCAD. The reports will also be availed to all members of the PIT.

c. Based on all M&E reports, the M&E Officer (DPCAD) will prepare a report to the Director,

PS and PSC highlighting key findings and interim results; and

d. The NPC will ensure that any recommendations of the PSC and implemented.

11.4 Stakeholder involvement in M&E

Annual national and county workshops will be organized to inform key stakeholders on the

interim results of the project and get feedback. The workshops will provide opportunities for

understanding the project planned results, achievements and challenges. The workshop

discussions will also feed into reviewing the activities and work plans of the following year.

11.5 Social Accountability

The DPCAD will support social accountability to promote efficient and effective utilization of

resources through implementing the following:

a. Sensitize project beneficiaries on their rights and report back to them all field visit findings;

b. Involve communities and beneficiaries in M&E activities as well as planning and

programming of activities;

c. Beneficiary schools to display budgets and expenditure under the project;

d. Empower communities to monitor the quality and quantities of the interventions;

e. Set up a complaint - handling mechanisms as part of the communication strategy.

11.6 Learning and Knowledge sharing

The DPCAD, with technical assistance, will prepare and implement a knowledge management

and communication strategy. The lessons learnt, and the knowledge generated from the

implementation of this project will be shared to all stakeholders including: policy makers,

financiers, development partners, implementing agencies, teachers, students and communities.

11.7 Roles and responsibilities in M&E activities

The responsibilities of the various implementing entities are given in Table 10.1 for each of the

M&E activities.

11.8 M&E reporting

The school and community level activities will be reported monthly. The sub-county officers

will compile the reports and forward them to the county Project Coordinator who will in turn

submit them to the NPC. This school and community level reporting will use templates

developed by the DPCAD. Preparation of these reports will take into consideration the Results

Framework and the overall M&E system.

The NPC will submit monthly reports to the DG, PS, and CS. Similarly the focal persons in the

TSC, CEMASTEA, KICD and KNEC will submit monthly reports to their respective CEOs.

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Reporting to the PTC and the PSC will be done quarterly. The NPC will ensure that annual and

other reports are submitted regularly and timely.

Each progress report will include at least the following:

a. Overall implementation progress;

b. Key issues and actions taken;

c. Key issues on which higher authorities guidance is sought;

d. Results against work plans;

e. Progress with agreed action plan;

f. Financial management status;

g. Procurement status;

h. Progress on key performance indicators; and

i. Planned activities plan for the next two quarters.

The DPCAD will prepare the Implementation Completion Report at the end of SEQIP.

11.9 Performance Monitoring and Performance Based Disbursement

Where DLIs and DLRs are specified, independent verifiers will be used to verify the actual

achievements on the ground. This verification will be based on quarterly reports submitted by

the implementing parties.

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PART FOUR: SETION 12: ANNEXES

Table 13A: Costing Table as per Components and Sub- components

Project Components Project

Cost

IBRD or IDA

Financing

Trust

Funds

Counterpart

Funding

Component 1: Improving quality of

teaching in targeted areas

36 36 0 0

Subcomponent 1.1: Reducing teacher shortage 8 8 0 0

Subcomponent 1.2: Enhancing teacher

professional development

15 15 0 0

Subcomponent 1.3: Provision of textbooks 13 13 0 0

Component 2: Improving retention in

upper primary school and transition to

secondary school in targeted areas

132 132 0 0

Subcomponent 2.1: Improving school

infrastructure

82 82 0 0

Subcomponent 2.2: Improving retention in

upper primary school and transition to

secondary school of poor and vulnerable

students

50 50 0 0

Component 3: System reform support 20 20 0 0

Subcomponent 3.1: Development and

introduction of a competency-based

curriculum

12 12 0 0

Subcomponent 3.2: Strengthening of national

system for monitoring learning progress and

national examination

8 8 0 0

Component 4: Project management,

coordination, and monitoring and

evaluation

12 12 0 0

Subcomponent 4.1: Project management,

coordination, and communication

8 8 0 0

Subcomponent 4.2: Research and monitoring

and evaluation

4 4 0 0

Total Costs 200 200

Total Project Costs 200 200

Front End Fees 0 0

Total Financing Required 200 200

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ANNEX 5: INFRASTRUCTURE IMPLEMENTATION PROTOCOL (MOE - WB)

2.0 Background:

A technical mission was conducted from Jan 31, 2017 to February 10, 2017 comprising of

officials from Ministry of Education (MoE), the World Bank and two World Bank

infrastructure specialist consultants, Rajiv Aggarwal and Laban Shihembetsa. The mission

visited schools in three counties to assess the quality of existing infrastructure, and held

meetings with the officials at MoE and Ministry of Public Works in Nairobi, officers in the

Counties and the school principals to assess their capacity. At the end, the mission they held a

wrap-up meeting with the Principal Secretary, State Department of Education, Moe.

2.1 The Mission Objectives:

1.1 The overall objective of the mission was to develop an infrastructure development

framework and protocol for the Secondary Education Quality Improvement Project (SEQIP).

The framework will consist of infrastructure development strategy to be followed by the MoE

for implementation of infrastructure, methodology of infrastructure needs assessment, criteria

for prioritization of new infrastructure creation and rehabilitation, supervision mechanisms,

contract management and assessment of capacity of the MoE to plan, implement, supervise

and report on progress.

2.2 Project Description

2.1 The Government of Kenya and the World Bank are currently preparing the SEQIP. The

Project Development Objective (PDO) is to improve transition from primary to secondary

education in targeted areas, and system readiness for implementing education reforms. The

KPI’s are: (i) Increased retention at upper primary levels in targeted areas; (ii) Increased

transition from primary to secondary in targeted areas, and (iii) Satisfactory completion of

competency-based curricula pilots in selected grades. The project will consist of four main

components: (i) improve retention and transition; (ii) improve school environment for

learning in targeted areas; (iii) system reform support; and (iv) the Project management,

reporting and monitoring and evaluation. The implementation of the proposed project will be

the responsibility of the MoE.

2.2 The project outlay is $200million of which the infrastructure component of the project

will be $70million. Currently a total number of 9,999 schools (7,852 primary schools and

2,147 secondary schools) are included in the project for improvement.

2.3 The project aims at providing infrastructure to ensure: 100% transition from primary

to secondary education in order to fulfill the constitutional obligation of GoK to provide “free

and compulsory basic education as a basic right of all Kenyan children”; facilities for

increased enrolment; reducing the overcrowding in classrooms; retention of students; science

labs etc. Providing WASH facilities and creation of better learning environment for all

including the physically challenged are the other key components in the project.

2.4 To achieve this end, a survey will be carried out in the project schools to assess the

needs for additional infrastructure and based on its findings, creation of new infrastructure

facilities and/or rehabilitation of the existing facilities such as classrooms, dormitories,

science laboratories, IT laboratories, libraries, and toilets for girls and boys, water and

electricity facilities, will be funded from the project.

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2.3 Project Spread in Kenya

3.1 The project will be implemented in 110 sub-counties in 30 counties out of the total of

47 counties in Kenya. See Figures 1 and 2 below. The selection criteria for counties and

sub-counties has been built around poverty, which is known to have adverse influence on the

retention of children, particularly at transition from primary to secondary levels.

Figure-1: 47 Counties of Kenya Figure-2: Proposed 30 Counties

2.4 Findings from site visits

4.1 The Bank team visited some primary and secondary schools in three targeted Counties

- Makueni, Narok and Homa Bay, and for comparison purposes, visited one National School

where construction of classrooms and dormitories was completed recently using GoK’s

funds. The mission also visited one special-needs school in Homa Bay to appreciate the

spatial and physical requirements of such schools. The existing infrastructure at schools was

reviewed broadly from two standpoints: (i) the existing infrastructure like the land, water,

electricity, laboratories, library, dormitories, toilets, kitchen and dining etc.; and (ii) the

implementation processes used to construct the existing facilities like contracting,

construction supervision, bills of quantities, drawings, financing etc. The findings of the

mission, listed below, provide a sound understanding for the infrastructure improvement

design and implementation processes.

4.2 Land: All schools possess land, but few have the ownership documents. Most

secondary schools have land hived from the primary school and in most cases a clear

separation or sub-division between the primary and secondary schools has not been

established. In most cases both schools share facilities like sports fields. In some instances,

facilities of the primary school like classrooms are converted during the nights to dormitories

for secondary school boarders. It was noted that about 33% of the schools visited own land

less than 5acres, which is prescribed as minimum size for a secondary school by the MoE

norms. In the absence of clear land titles, the issues related to encroachments and squatters

will need to be recorded carefully.

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4.3 Water: Generally, the schools have no reliable water sources and they rely on multiple

sources. Water sources available include rainwater harvesting, bore-holes, ponds and piped

water (to a very limited extent). About 22% of the schools visited relied only on rainwater

harvesting, which dries up after the rains are over. Another, about 22% schools depend on

bore-holes which also dry-up during dry season, and the remaining, about 56% of the

schools, use multiple sources like piped connection, rain water harvesting, bore-holes, ponds

etc. The areas being more or less in the Arid and Semi-Arid (ASAL) regions, supply of water

is limited to the rainy season, i.e. between March and May every year. Most schools resort to

rationing during the dry season. It was also noted that most of the schools (about 80%) do not

have adequate water storage facilities to cater for the dry seasons.

4.4 Electricity: Only 50% of the total schools visited were connected to the national

electricity grid. Few schools used solar energy as an alternative to national grid. Boarding

schools without electricity and solar energy used paraffin lamps for lighting, which is a

serious fire hazard. Lack of electricity is a major constraint in making the computer science

labs operational. None of the schools was connected to the internet for communication. At

night, almost all the schools visited are without security lighting causing a security risk to the

boarding students, especially the girls.

4.5 Classrooms: Almost all schools need additional permanent classrooms. About 60% of

the total classroom structures are built with permanent materials, but many of these

classrooms need to be completed and/or rehabilitated. Due to the shortage of classrooms,

many classes operate in temporary/makeshift structures. On an average, the schools’

principals expressed need for 40% more classrooms in addition to the existing numbers. In

many schools, the Form-1 classrooms are overcrowded due to increase in enrolment. The

shortage of classrooms is also felt, when a class breaks into various elective subjects, needing

separate classrooms.

Picture – 3 Classrooms

Overcrowded classroom operating in an

un-finished room

Temporary classroom Unfinished classroom

4.6 Laboratories: Only about 22% of the schools visited had laboratories and the rest of

the schools had converted classrooms to laboratories or stored the materials in make shift

stores or used mobile kits. During the subject learning, the teacher demonstrates the

experiments rather than the students carrying out themselves.

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Picture – 4 Laboratories

Classroom converted into a lab Temporary storage Temporary storage

4.7 Library: No school has a library although most of them have books. In most cases

books are heaped in a classroom or some room within the school. Students have limited

access to these books except through borrowing on a daily and/or overnight basis.

Picture-5 Library

Classroom being used as a library.

4.8 Dormitories: All the schools visited had some form of boarding facilities. About 45%

of the dormitories are permanent buildings and the remaining are semi-permanent or

temporary structures. In some cases classrooms are converted to make-shift dormitories at

night. Most of the dormitories are overcrowded. Most of the dormitories had no proper water

and sanitation facilities as per the MoE planning norms.

Picture – 6 Dormitories

A decent dormitory Crowded Dormitory

4.9 Toilets: Toilets at all schools are dry-pit latrines and there is no extraction system to

empty the pits. Thus, the toilet is shifted to a new location when the pit is filled up. This is a

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serious environmental hazard and also results in wastage of resources. The ideal numbers of

toilet cubicles (1 cubicle for 25 girls and 1 cubicle for 30 boys) are generally not conformed

to as the norms, additionally there are no urinals for boys. Most of the toilets are constructed

using temporary materials. Civic education on behavior change is not given to the users

(students and the community at large).About 75% of the schools have teachers’ toilets built

with permanent or semi-permanent materials.

Picture – 7 Toilets

A temporary toilet and bathing cubicles

near a dorm

Toilets without extraction facility

4.10 Kitchen: All schools have some form of functioning kitchens which function in

temporary structures. These schools were originally built as day schools and the need to have

accommodation for students within the school has resulted in this situation.

Picture – 8 Kitchen

Temporary kitchens

4.11 Dining Halls: There is no dining hall in any of the schools visited. Students eat

outside in the open, and during the rains they carry food to their classrooms. Only one school

has a dining hall under construction.

Picture – 9 Dining Halls

Dining Hall and kitchen under

construction at one school

Students eating outside in open.

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4.12 Financing of Infrastructure: Buildings are generally funded through the National

Constituency Development Fund (NCDF) and /or parents and/or community. Most schools

have no School Infrastructure Development Plan (SIDP) to guide its physical development.

There was no priority list for systematic development at any of the schools visited. The

construction is generally delayed, as the funds are not made available regularly and timely

which results in patchy construction and enhanced cost.

4.13 Construction contracts: Since the visited schools had only small amounts of money to

begin construction works they felt hesitant to engage the County’s Public Works Department

(MoPW), therefore the Board of Management (BoM) of the school plays a key role in the

implementing the infrastructure projects. The BoM generally consists of 7-9 members with

the principal as the secretary and the accounting officer. At all schools a separate bank

account is opened for infrastructure development, which is operated with 3 signatories

(secretary, chair-person and a committee member). All the infrastructure funds from the

NCDF or parents or community are deposited into this account and each project is audited

separately.

4.14 Construction Supervision: It is undertaken by BoM’s at all visited schools, who

appoint a member from parents or community with some technical knowledge in building

construction. Even though the MoPW is mandated to provide technical guidance for all

public infrastructure projects in the respective counties, for the schools visited only a few had

received support from them, that too partially. Generally, for those schools visited this partial

support appeared limited to NCDF buildings and for the remaining buildings, the schools

seemed to have undertaken the works on their own. This lack of proper technical support

results in poor quality of construction. In general, the quality of construction at the schools

visited by the mission ranges between poor to average.

4.15 Drawings: Drawings (Architectural, structural, electrical and mechanical), Bills of

Quantities and bid documents for the projects funded by NCDF are generally done by the

County MoPW. In the remaining cases, these are either done by consultants (hired by

BoM)or the BoM’s replicate an existing structure.

2.5 Disabled friendliness: No buildings in any of the schools visited are dis-abled

friendly.

2.6 Implementation Process Proposed by MoE

5.1 The MoE has proposed an implementation structure like what it has employed in the

erstwhile projects funded by the GoK (National School Program under Economic Recovery

Strategy, Public Initiative Infrastructure Project and the School Infrastructure Improvement

Grant) and the ADB funded school construction projects.

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Figure 13 A: Implementation Process proposed by MOE

Central Coordinating Unit

Needs assessment

Construction Plan / phasing

Training

Drawings

Bill of Quanitites

Bid documents

Bid Invitation

Bid Evaluation

Contract signing

Construction Supervision

Bill certification

Payment to contractors BoM

IMPLEMENTAION PROCESS PROPOSED BY MOE

PMU

County

MoPW

BoM assisted

by MoPW

MoPW

As per this structure, the Project Management Unit (PMU) will be the central coordinating

unit, will conduct the needs assessment and oversee the preparation of the school

infrastructure development plans; preparation of building designs and documents and

construction supervision will be handled by County MoPW; and BoM will invite bids, sign

contracts and make payments to contractors. See details below:

A. At MoE: The PMU will be constituted at the MoE and MoPW headquarters which will

be the central implementing and coordinating agency. It’s main tasks will be to:

a. Co-ordinate all project activities between various departments;

b. Survey the schools for needs assessment and finalize the construction programs;

c. Develop prototype building designs and construction guidelines;

d. Build capacity and train teams at sub-county and BoM level;

e. Prepare reports for GoK and WB;

f. Control project M&E;

g. Coordinate payments, work programs and annual budgets, etc.

B. At County level: MoPW will provide technical support to schools. The main tasks of

MoPW will be to:

a. Prepare site specific drawings and BoQs etc. as per agreed development plans;

b. Assist BoM’s in bid invitation, bid evaluation and contract signing;

c. Supervise construction; and

d. Certify the works for payments.

C. At the school level: A sub-committee will be formed under the Board of Management of

the School, which will:

a. Invite the bids. Evaluation will be done with assistance from County MoPW;

b. Sign the construction contract;

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c. Conduct day-to-day construction supervision along with County MoPW;

d. Pay the contractor after certification of payments by County MoPW; and

e. Maintain books of accounts and make them available for auditing.

2.7 Concerns with the MoE’s proposal:

7.1 Although, some projects were completed recently where this implementation

procedure was adopted, the MoE could not provide much data about them. No accurate

tracking details of contracts like completion costs compared to contracted costs, time taken to

complete the contracts etc. were available. The PMU’s of these projects delegated the

responsibilities to the Counties and the BoM’s and thereafter, had a limited control on the

project. There was a clear ‘disconnect’ between various implementers and data keeping was

poor in all of them. See below for more details:

A. At MoE:

a. Even though PMU’s were formed for each project, no monitoring reports could

be made available on cost analysis.

b. There was no established system for PMU to obtain progress data from sub-

counties and BoM’s. Therefore the progress was not tracked regularly.

c. In the absence of the above, it is not possible to study the trends in the

construction contracts.

B. At the County level:

a. The MoPW’s offices in counties are mandated to handle all the infrastructure

developments in the respective counties. Only about 25%of their total work

relates to education infrastructure, most of which are the NCDF funded buildings.

b. Only a few of them are fully staffed with all the required manpower, i.e. at least

one Architect, QS, Structural Engineer, Mechanical and Electrical Engineer. Most

of the MoPW’s offices have fewer staff.

c. They are generally short of vehicles and manpower to travel within the County.

d. Therefore, they could provide only limited assistance in the education projects.

C. At the school level:

a. Due to schools not seeking assistance from the MoPW, the school BoM’s end up

managing the projects for which they are not technically competent.

b. They invite bids, evaluate them and sign contracts.

c. Many contracts were split into labor and material contracts for which low-skill

labor was hired and poor quality material was supplied. This coupled with

construction supervision by non-technical persons resulted in poor construction

quality.

2.8 Agreed Infrastructure Framework and Protocol:

8.1 In view of the above concerns and since the number of schools in this project is

overwhelmingly more than any of the previous projects implemented by MoE, it was agreed

with the MoE during the wrap-up that:

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a. The MoE will hire Project Management Consultants (PMC) who will be part of

the Project Management Support Agency for all technical aspects of the project.

This PMC will work closely with the teams at PMU, the County, and the BoM.

b. At least two PMC’s will be selected for the infrastructure to be constructed at

primary and secondary schools and one PMC will be selected for KSE’s so that

the work gets distributed amongst them ,reducing the work load on one PMC and

increasing the chances of success of the project.

c. The PMC’s services will also include procurement of furniture so that it can be

synchronized with the building completion.

d. Thirteen of total 30 counties (in NE Kenya) included in the project are considered

remote and some of them are affected by insecurities. It may be difficult for a

normal PMC to operate in insecure areas.

e. The PMC’s will be selected on competitive basis following Bank’s QCBS norms

for procurement of consultants.

Hiring a PMC’s for the technical matters is expected to result in speedy and timely

implementation, better coordination between various activities which will help identify and

resolve bottlenecks quickly and better quality of construction. At the same time, the PMU,

the Ministry of Public Works (MoPW) and Boards of Management of schools (BoM) will be

actively involved in the implementation process. The following protocols were discussed for

construction and furniture procurement

Table 13. Table 13B: Agreed Infrastructure Framework and Protocol

S.No Activity Responsibility

A Rehabilitation, repairing and construction of new buildings

1 Need

Assessment

PMC: to develop the survey tools; to conduct topographical and other

surveys and prioritize needs as per agreed criteria; to provide broad

cost estimates; to provide GPS coordinates for each school for

mapping etc. The team will include education experts for optimization

of existing infrastructure.

PMU: to guide the PMC with the prioritization criteria as per PDO’s

and approve the final need assessment.

BoM: to work with the PMC in assessing and finalizing the needs

2 Compliance with

Bank’s Social

Safeguards

policies

PMC: to check land ownership papers of all schools and record if

there are any encroachers or squatters at any site; prepare Resettlement

Action Plan (RAP) for each site individually

PMU: to approve the RAP and submit it for Bank’s approval

Bank: to approve the RAP’s. No construction activity can be started at

the site till its RAP is approved.

3 Work Plan PMC: to list the schools which can be included for funding from the

project within the available budget (this list will be decided as per the

prioritization criteria to support PDO’s); to prepare phases of works

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for implementation

PMU: to approve the list of schools and the work plan

Bank: to approve the list of schools and the work plan

4 Preparation of

Drawings and

BoQ’s

PMC: to prepare drawings of individual buildings as per national

standards; to prepare overall master plan of each site; to prepare BoQ’s

and technical specifications.

PMU: to assist PMC with the national building and space standards

BoM: to approve the master plan and individual building plans

County MoPW&PMU: to approve the master plan and individual

building plans

Bank: to review some sample drawings during the planning stages and

provide comments to avoid later day corrections.

5 Bid invitation

and bid

evaluation

PMC: to prepare bid documents and hand over to PMU to invite bids;

evaluate bids and prepare evaluation reports to PMU

Bank: to give NoL’s for Bid documents, Minutes of pre-bid meeting,

BER’s etc. as per the procurement thresholds

PMU: to invite and receive bids; to participate in the bid evaluation; to

approve bid evaluation

6 Contract Signing PMC: to prepare contract documents for PS to sign

PS: to sign the contract

7 Construction

Supervision

PMC: to supervise construction on day to day basis

County MoPW: to participate in monthly supervision meetings

BoM: to participate in monthly supervision meetings

8 Certification of

Contractor’s

payment

County MoPW: to jointly measure and certify the quality and quantity

of works

BoM: to jointly certify the quality and quantity of works

PMC: to jointly certify the quantity of works

9 Payments to

contractor

PMC: to prepare a payment certificate with supporting documents and

submit these to PMU

PMU: to ensure that the contractor is paid in 30 days upon receipt of

payment certificate

10 Acceptance of

work

PMC: to prepare a list of defects before finally accepting the work

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County MoPW: to jointly inspect & confirm that all defects have been

made good & then sign the acceptance of work

PMU: to jointly inspect & confirm that all defects have been made

good & then sign the acceptance of work

BoM: to jointly sign the acceptance of work

B Procurement of furniture

1 Preparation of

Drawings and

BoQ’s

PMC: to prepare designs and drawings of various types of furniture

BoM: to approve the furniture designs and numbers

County MoPW: to approve the furniture designs

PMU: to approve the furniture designs and numbers

Bank: to review some sample drawings during the planning stages and

provide comments to avoid later day corrections.

2 Bid invitation

and bid

evaluation

PMC: to prepare bid documents and hand over to PMU to invite bids;

evaluate bids and give evaluation reports to PMU

Bank: to give NoL’s for Bid documents, Minutes of pre-bid meeting,

BER’s etc. as per the procurement thresholds


3 Contract Signing PMC: to prepare contract documents for PS to sign


4 Approval of

Samples

PMC: to visit factories / approve samples as per the conditions of

contract

PMU: to visit factories / approve samples as per the conditions of

contract

PMU: to participate in the above activities

5 Receiving

deliveries in

schools and

certifying receipt

PMC: to supervise receipt and acceptance of furniture

County MoPW: to inspect and approve furniture

BoM: to accept the furniture

6 Payment to

contractors

PMC: to prepare a payment certificate with all supporting documents

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County MoPW: to jointly sign the receipt of furniture

BoM: to jointly sign the receipt of furniture

PMU: to ensure that the contractor is paid in 30 days of receipt of

payment certificate

0.1 Discussion on the above protocol: After deliberations, the MoE agreed with the

protocol mentioned above. Following are the key points that were discussed before finalizing

the protocols:

A. As an alternative to the suggested protocol where the contract will be signed and paid

centrally, the MoE suggested to decentralize the signing of contracts and payments to

contractors to the BoM’s. There are concerns with this system. As mentioned in 7.1

above, it has been difficult for MoE to obtain information from BoM’s. These

concerns will assume more serious proportions due to a much larger number of

schools included under this project compared to the previous projects. In case the

funds are transferred to the BoM’s, each of these will have to be audited as an

individual financial unit, and data collection from BoM’s of about 10,000 schools for

auditing will be an onerous task.

B. During the mission, the Bank team learnt about the delays in payments to the

contractors in the ADB funded project where the payments were made from the MoE.

A number of approvals were required which needed about 60 days at the minimum.

There were many cases where payments were released only after six months. The

MoE assured that it will setup more efficient internal systems by having a number of

officers in the entire line-up chain to facilitate faster processing of payments.

C. The PMC will prepare the bid documents and prepare the bid evaluation reports and

the MoE as the client will invite and receive the bids and will sign the contracts. MoE

will have its representative working with the PMC in the bid evaluation.

D. The MoE expressed the need to include WASH facilities in all the primary schools if

not already existing. The need for training the students, teachers and parents in

behavioral change was agreed to be included in the PMC’s scope of work.

E. The PMC will undertake capacity building in the following fields:

a. Establish construction quality control systems and train the MoPW staff to

enhance their capacity.

b. Train the PMU staff in the latest project management tools.

c. Train the students, teachers and parents in behavioral changes needed after the

WASH facilities are provided in Primary Schools.

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2.1 Prioritization of facilities to be funded from the project:

1.1 Recognizing the need for infrastructure expansion and rehabilitation of existing

buildings, the project will invest about USD82 million at about in schools drawn from 9,999

schools (7,852 primary schools and 2,147 secondary schools); upgrade three KSE’s with

additional construction and ICT facilities, and provide furniture in the schools and KSE’s.

1.2 In order to gauge the condition of existing infrastructure, the Bank team, along with

the MoE officers, visited schools in three counties. The key findings from the visits are

summarized here as a recap (for details see para 5 above): many Form-1 classrooms are

overcrowded due to increase in enrolment; the quality of construction ranges between poor to

average; there are no libraries; generally, there are no science labs; the structures for many

dormitories and toilets are temporary etc. It is apparent that the existing infrastructure at

schools needs to be improved and expanded. Unfortunately, the scope of expansion and

rehabilitation cannot be planned at this stage since the MoE does not have data about the

existing infrastructure and its conditions in the schools. Thus, the first and critical activity in

the project is to conduct a detailed survey to: (i) record the existing infrastructure and its

condition; (ii) optimize the use of existing infrastructure; (iii) list the additional construction/

rehabilitation required at each school; (iv) prepare broad cost estimates for the additions/

rehabilitation; and then prioritize the scope of work which supports the PDO’s and can be

constructed within the fund allocation. The order of prioritization could be:

a) Construction of classrooms to meet the required increase in enrolment and reduce

overcrowding in classrooms.

b) Construction of multipurpose room, which can function as a science lab as well be

used as a library.

c) WASH facilities (the MoE expressed the need to provide this facility in all the

primary schools where it does not exist.)

d) To make the facilities physically challenged friendly.

e) Rehabilitation of life threatening existing structures.

1.3 It was noted during the site visits that the National Constituency Development Funds

(NCDF) is a major contributor in the infrastructure development in the schools. If the

prioritized facilities are funded from the project, the funds freed from the CDF could be used

in other components, which could not be funded from the project or at schools, which have to

be left out due to limitation of funds. This will strengthen the gains from the project.

Agreed Next steps:

1.4 The basic methodology for project implementation has been agreed with the MoE

during this pre-appraisal mission. The milestones to be achieved before the appraisal

mission, and the ones between the appraisal mission and project effectiveness were agreed as

shown in graphic and description below:

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Figure 13. B: Agreed Next Steps

1.5 Before the Appraisal Mission (tentatively scheduled for April 15, 2017): The MoE

will prequalify the PMC’s as per the following schedule:

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S.No Activity Date

1 Finalize TOR for the PMC and obtain Bank’s no objection March 15, 2017

2 Advertise for PQ May 12, 2017

3 Receive bids June 20, 2017

4 Constitute committee to evaluate bids June 30, 2017

5 Complete evaluation and finalize the PQ list July 15, 2017

6 Inform the Bank about the PQ list July 31, 2017

7 Award of contract to PMCs Within 2 weeks after

effectiveness

1.6 It is estimated that in the first six months the PMC’s will complete the need

assessment and finalize the construction plans as per the prioritization criteria, and the

construction will be completed in two years, i.e. before the MTR.

1.7 The following will be accomplished between the Negotiations and the Project

Effectiveness:

a) The PMU will be strengthened with additional six technical staff, i.e. two each of

Architects, QS’s And Civil Engineers and one of them will be designated as the

Team Lead. The current PMU with only two staff (a QS and an Architect) is too

thin to work in tandem with three PMC’s.

b) Contracts will be signed by the Principal Secretary

c) Protocol will be notified to clear payments in two weeks for the bills certified by

the PMC.

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ANNEX 6:

TEACHERS SERVICE COMMISSION

IMPLEMENTATION PROTOCOL ON REDUCING TEACHER

SHORTAGES AND IMPROVING TEACHER PROFESSIONAL

DEVELOPMENT

INTRODUCTION

The Government of Kenya has partnered with the World Bank (WB) to improve student

learning and transition from upper primary to secondary education in targeted areas. This

objective will be achieved through the implementation of the “Secondary Education Quality

Improvement Project (SEQIP) which aims to “improve student learning and transition from

Primary to Secondary Education in targeted areas”. The project has four components

namely; (i) Improving Quality of Teaching in Targeted Areas; (ii) Improving retention in

upper primary school and transition to secondary school in targeted areas; (iii) System

reform support and (iv) Project management, coordination, monitoring and evaluation. The

four sub-components have been designed based on Disbursement Linked Results (DLRs) an

have been pegged on Disbursement Linked Indicators (DLIs) to enhance effectiveness,

efficiency as well as improve planning for future project implementation.

The Ministry of Education (MoE) will be the lead implementer of the Project. MoE through

Directorate of Project Coordination and Delivery (DPCAD) will work closely with all the

other implementing agencies which include; Kenya Institute of Curriculum Development

(KICD); Kenya National Examinations Council (KNEC); Teachers Service Commission

(TSC) and Centre for Mathematics, Science and Technology Education in Africa

(CEMASTEA). The funding of the project is in the form of USD 200 M credit from the

World Bank.

PROJECT BENEFICIARIES

The project targets 7,852 public primary schools and 2,147 secondary schools selected from

30 counties and 110 Sub-counties that are educationally and economically disadvantaged.

The project will benefit 600,000 pupils in upper primary grade 7 and 8 and 600,000 students

in Form 1-4 of secondary schools in the targeted Sub-counties. The students will benefit from

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improved pupil/Student-teacher ratio, improved school infrastructure, reformed curriculum

and assessment, improved textbook-pupil/student ratio. In addition, deserving learners will be

supported in form of full scholarships, school kits, mentorship and targeted advocacy.

Selection of these students is detailed in section 3.5. Apart from the students, 17,000 primary

schools and 8,500 secondary schools, Science, Mathematics and English (SME) teachers

from the targeted schools will also benefit from Teacher Professional Development (TPD)

initiatives.

REDUCING TEACHER SHORTAGES AND IMPROVING TEACHER

PROFESSIONAL DEVELOPMENT

This component of SEQIP will use a multi-agency approach to reduce teacher shortage;

enhance teacher professional development and providing text books; and will be

implemented under the overall leadership of the Ministry of Education (MoE).

Teachers Service Commission (TSC) will carry out intervention on teachers’ shortage and

Teacher Professional Development under TPD framework and through CEMASTEA will

carry out Teacher Professional Development (TPD) intervention through School Based

Teacher Support System (SBTSS) for Sciences and Mathematics; and competitively identify

an accredited institution to implement SBTSS for English.

COMPONENT AND SUB-COMPONENT OBJECTIVES

The SEQIP will improve quality of learning outcomes and reduce wastage in upper primary

and secondary occasioned by high dropout and low transition from primary to secondary

education. The project will also contribute to enhancing equity and inclusiveness as it

focuses on poor, disadvantaged, marginalized and vulnerable children and youth. The project

is conceived to support Kenya’s aspirations of achieving the objectives of the Constitution of

Kenya (2010), Sustainable Development Goals (SDGs) and Kenya Vision 2030.

The Project Development Objective (PDO) is to improve student learning and transition from

upper primary to secondary education in targeted areas. To this end, TSC will address

Teacher shortages and seek to improve teacher professional development under sub -

component 1.1 and 1.2 of the SEQIP.

IMPLEMENTATION

SEQIP sub-component 1.1 aims to address the shortage of Science, Maths and English

(SME) subject teachers in the targeted schools. To achieve this, TSC will develop and

implement an allocation policy that will enhance equity within and across the targeted Sub-

counties. TSC plans to allocate an additional 10% of new Science, Maths and English

teachers recruited to the targeted schools during the project period. The Disbursement

Linked Indicators (DLIs) for this component are : (i) detailed and costed strategic plan

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developed for addressing teacher shortages and deficiencies; and (ii) 10% annual additional

new teacher posts recruited and allocated to the targeted schools during the project period.

Sub-component 1.2 will support TSC’s effort to implement its teachers’ professional

development strategy aimed at improving primary and secondary teachers’ competencies

based on the framework provided by the Kenya’s Quality Teaching Standards (QTS). Two

sets of interventions will be implemented in this sub-component. The first set of interventions

supports TSC’s effort to set up the Prescribed Modules Programs consisting: (a)

establishment of a TPD framework to align teachers’ performance with the eight nationally

prescribed teaching standards, (b) assessment of teacher competencies and training needs

using the recently launched TPAD system, and (c) implementation of a modular approach to

provide TPD training based on the training needs assessment.

The second set will involve establishment of a School-Based Teacher Support System

(SBTSS) aimed at providing professional development training in subject matter as well as

pedagogical content knowledge to SME teachers in the targeted sub-counties.

IMPLEMENTATION POLICIES AND PROCEDURES FOR SUB- COMPONENT 1.1

TSC will undertake the following activities to implement subcomponent 1.1:

l. Establish the staffing shortage from the institutions/ counties

m. Analyze data and compile a complete list of understaffed institutions per Sub-

county/County/Institution;

n. Revise Recruitment Guidelines to accommodate 10% extra teachers for science,

Mathematics and English in targeted sub counties;

o. Allocate newly recruited teachers to target schools/counties based on the staff

shortage per Sub-county/County/Institution on pro-rata basis;

p. Advertise for the vacancies in the print media and TSC website

q. The Counties/Institutions whose posts are advertised will receive applications from

interested applicants; interviews will be conducted and the best candidates selected as

per recruitment guidelines;

r. Recruitment documents will be submitted to TSC by TSC CD for vetting and

processing of letters of offer of employment;

s. Vetting committee will validate the recruitment document;

t. TSC will monitor individual counties /schools/institutions to confirm that the

recruited teachers under the project reported on duty;

u. Recruited teachers will sign a letter of commitment to remain in the stations where

they have been posted for a minimum period as per the transfer policy before

qualifying for a transfer.

v. In the event that teachers in project schools exit service the commission will recruit

replacement teachers for the affected schools / sub counties.

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INTERMEDIATE INDICATORS

The sub-component has a disbursement linked indicator (DLI) as; reduced science,

mathematics and English teacher shortages in targeted sub-counties. This will be monitored

through the following intermediate indicators/ disbursement linked results (DLRs): (i)

Detailed and costed strategic plan developed for addressing teacher shortages and baseline

established; (ii) 10% of new teacher posts, in addition to annual pro rata of teacher posts,

recruited for schools with inadequate teachers per the established baseline and on duty from

year 1 to 5; (iii) 80% of the teachers recruited cumulatively in previous 5 years are on duty by

year 6.

EXPECTED OUTPUTS

The key expected outputs from the implementation of the various activities in this sub-

component include the following

iii) A baseline survey for teacher shortages established; and

iv) A strategic plan for addressing teacher shortages developed and implemented.

PREPARATORY ACTIVITIES

These are activities to be carried out before project effectiveness under the coordination of

Technical Working Group at TSC. The preparatory activities that must be undertaken

include:

d. Training of TSC commissioners on SEQIP.

e. Training of all TSC staff to create ownership

f. Selection of Primary and secondary schools.

IMPLEMENTATION ACTIVITIES

After project effectiveness the sub-component activities will include:

i. Establishing teacher shortages in each school against the set norms;

j. Distributing new posts across all schools that have shortages;

k. Allocating ten percent of the annual budgeted new teaching posts to the targeted sub-

counties/ institutions during the project period;

l. Implementing measures to ensure that teachers are recruited, posted and retained in

the targeted schools;

m. Developing and implementing a Teacher Professional Development (TPD)

framework;

n. Offering training to teachers through a flexible, modular approach in the eight

thematic areas corresponding to the teaching standards;

o. Issuing the teacher professional certification upon completion of 10 units (two per

year) of a training module offered through TPD system after five (5) years; and

p. Carrying out capacity building.

ENHANCING TEACHER PROFESSIONAL DEVELOPMENT SUB-COMPONENT 1.2:

Subcomponent 1.2 aims to support TSC’s ‘Prescribed Module Programs’ and the ‘School

Based TPD Programs’ that will be focused on SME teachers in selected schools in the

targeted sub counties. The objective of subcomponent 1.2 is to improve teaching practices in

the targeted sub counties by enhancing pedagogic and content knowledge of SME teachers.

Under SEQIP, TSC will implement the School Based Teacher Support System and work

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through CEMASTEA to build capacity of teachers in Science and Mathematics. A partner

institution will be engaged for the delivery of School Based TPD for English.

IMPLEMENTATION POLICIES AND PROCEDURES FOR TPD


f. Analyzing Teacher Performance Appraisal and Development (TPAD) data and KCPE

& KCSE reports;

g. Develop training modules covering the eight thematic areas as per the developed

standards for teachers;

h. Deliver the modules to teachers;

i. Assess performance; and

j. Issue certificates to teachers who complete their respective modules successfully.

OBJECTIVES

The objective of the first set of intervention is to improve primary and secondary teachers’

competencies based on the framework provided by the Kenya’s Quality Teaching Standards

(QTS). The objective of the second set of intervention is to improve teaching practices in the

targeted sub-counties by enhancing subject matter as well as pedagogical content knowledge

of teachers teaching in Science, Mathematics and English.

INTERMEDIATE INDICATORS

The sub-component has a disbursement linked indicator (DLI) as; share of science,

mathematics, and English teachers in grades 7 and 8 and Forms 1– 4 in targeted sub-counties

that are certified based on TPD modules or receive school-based support.

This will be monitored through the following intermediate indicators/ disbursement linked

results (DLRs); (i) Baseline on teachers’ performance gaps in science, mathematics, and

English established; (ii) Design of SBTSS and implementation plan finalized; (iii) TPD

training modules developed; (iv) Phase 1 of the SBTSS operational in 2,000 primary schools

and 500 secondary schools; (v) 10% of teachers have covered six units of a module by year 3

(vi) Scaling up of the SBTSS based on Phase 1 evaluation to at least 5,000 primary schools

and 1,500 secondary schools; (vii) 20% of teachers have covered 8 units of a module by year

4; (viii) 30% of teachers engaged in virtual peer-to-peer learning by year 4; (ix) 30% of

teachers are certified by year 5; (x) 50% of teachers engaged in virtual peer-to-peer learning

by year 5; (xi) Reduction in teachers’ performance gaps in science, mathematics, and English

over baseline by year 6.

EXPECTED OUTPUTS

The key expected outputs from the implementation of the various activities in this sub-

component include the following:

c. Competent and certified teachers

d. Quality and effective teaching

PREPARATORY ACTIVITIES

These are activities to be carried out before project effectiveness under the coordination of

Technical Working Group at CEMASTEA. The two preparatory activities that must be

undertaken include:

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c. Sensitization of all CEMASTEA staff to create ownership: This will be done through

a workshop convened for all CEMASTEA staff. The workshop will be conducted by

CEMASTEA SEQIP team

d. Developing criteria for selection of trainers/facilitators: The activity will be done by

TSC and CEMASTEA through consultative meetings.

IMPLEMENTATION POLICIES AND PROCEDURES FOR IN-SCHOOL BASED SUPPORT

TO TEACHERS


j. Analyzing Teacher Performance Appraisal and Development (TPAD) data and KCPE

& KCSE reports;

k. Organizing a validation workshop with CDE, TSC-CD, Regional Coordinators,

KESSHA and KEPSHA;

l. Developing teachers support materials, simplified teaching aids and other

instructional materials, and continuous assessment tools:

m. Identification of facilitators/trainers:

n. Train facilitators/trainers:

o. Train teachers:

p. Promote peer-learning and support:

q. Assess effectiveness of SME training:

r. Evaluate process:

INSTITUTIONAL ARRANGEMENT FOR IMPLEMENTATION

The TSC is responsible for the implementation of Sub-Component 1.1 on Teacher Shortages

and part of sub-component 1.2 on TPAD and TPD. While CEMASTEA will be responsible

for implementing Sub-component 1.2 on school based support to teachers (SBTSS), it will

work in close liaison with the TSC to ensure complementarity of their activities in delivering

Sub-component 1.2. It is the role of TSC to ensure this as well as timely implementation.

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Organization structure for implementing sub-components 1.1 and 1.2 at TSC

s

Implementation arrangement for CEMASTEA

TECHNICAL WORKING GROUPS

DIRECTOR FINANCE

DIRECTOR TEACHER

MANAGEMENT

CEO TEACHERS

SERVICE

COMMISSION

SENIOR DEPUTY

DIRECTOR TEACHER

MANAGEMENT

FOCAL PERSON COMPONENT LEAD

TECHNICAL WORKING

GROUP

134

a) TSC AND CEMASTEA TECHNICAL WORKING GROUPS

i. Roles and Responsibilities in implementing sub-component 1.1 and 1.2

For Sub-Component 1.1 and 1.2 the TSC CEO will appoint a Project Focal Point person and

establish a fully equipped core team and Technical Working Group (TWG). The TSC

Technical working Group will work in collaboration with the CEMASTEA Technical

Working Group appointed by the Director, CEMASTEA. The CEMASTEA TWG will have a

representative from Kenya Institute of Special Education.

ii. Role and Responsibility of CEO TSC

Provide strategic leadership in implementation of project activities

Official link in communication between MoE and TSC

Facilitation of the project activities

Accounting officer for project funds

Approve project work and procurement plans

Authorize/approve expenditures for implementation of project activities

iii. Role and Responsibility of TSC Director Teacher Management

The role of TSC Director Teacher management will include the following

Responsible to the CEO, TSC for implementation of project activities

Link between the TWG and the CEO

Coordination of implementation of sub-component 1.1 & 1.2 activities

iv. Roles and Responsibility of TSC Senior Deputy Director (SDD) Teacher

Management


implementation of project activities

v. Role and Responsibility of Project Focal point person for Sub- component 1.1 & 1.2


Coordinate implementation of sub-component 1.1 & 1.2 activities

Responsible to the CEO, TSC for implementation of project activities

Responsible to the DPCAD for implementation of sub-component 1.1 & 1.2

Participate in procurement of relevant consultants to deliver specific interventions

related to the project activities.

Coordinate monitoring and evaluation of project activities

Identifying and managing risks during project implementation

Any other duties assigned to her by the CEO.

vi. Roles and Responsibility of Project Core team for Sub- component 1.1 & 1.2


Lead team in all activities in implementation of project activities


Work with the TWG to prepare work plans, procurement plans, budgets, training

plans and reports

Coordinate monitoring and evaluation of project activities

vii. Roles and Responsibility of TWG members for Sub- component 1.1 & 1.2

Provide technical expertise in their area of specialization

Implementation of the project activities


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Ensure quarterly reports are prepared for the project activities

Monitoring and evaluation of project activities

Attend to any other assignments related to project activities

b) Enhancing teacher professional development TSC-CEMASTEA protocol

1.1 Implementation of component 1, subcomponent 1.2: Enhancing teacher professional

development

1.2 This subcomponent will support TSC’s effort to implement its teachers’ professional

Development strategy. The strategy aims at improving primary and secondary teachers’

competencies based on both the framework provided by the Kenya Quality Teaching

Standards (QTS) as well as the SEQIP VMGF that takes care of the vulnerable and

marginalized groups. Specifically, SEQIP will support two sets of interventions belonging to

what, in TSC’s Teacher Professional Development (TPD) Framework, is called context areas,

which are part of its TPD programs. The first one is called by TSC ‘Prescribed Modules

Programs’ and is targeted to all teachers, and the second one ‘School-Based TPD Programs’

will focus on SME teachers in the project-targeted sub-counties under SEQIP. During the

implementation of SEQIP, both sets of interventions will start with needs assessment (NA)

based on data collected using ‘Teacher Performance Appraisal and Development’ (TPAD)

instrument developed by TSC. The Estimated numbers of primary school and secondary

school SME teachers to be trained are 17,000 and 8,500, respectively. The choice of who to

train will be guided, in addition to the MOE framework, by the SEQIP VMGF to ensure

inclusivity and equity to all who are expected to benefit from the project.

2.2 The second set of interventions, which falls within the scope of TSC’s School-Based TPD

Programs, involve the establishment of a school-based teacher support system (SBTSS)

aimed at providing professional development training in subject matter as well as pedagogical

content knowledge to SME teachers in the targeted sub-counties. Subject matter as well as

the pedagogical content knowledge gaps in mathematics, science, and English will be

identified using TPAD instruments and approaches. The objective of these interventions is to

improve teaching practices in the targeted sub-counties by enhancing pedagogical content

knowledge of teachers teaching these three subjects. TSC will implement the SBTSS. In the

case of science and mathematics in schools in the project areas, TSC will work through

CEMASTEA given CEMASTEA’s capacity in implementing teachers’ capacity building in

these areas. To deliver the School-Based TPD for teachers of English, TSC will identify,

through a competitive and transparent process, one or more partner institutions with relevant

capacity to deliver the required professional development support program Implementation

Process. TSC will implement the School Based Teacher Support System (SBTSS) for

Science, Mathematics and English (SME) through CEMASTEA and institutions to be

identified for teachers of English. The implementation process is as given in the diagram

below:

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Figure 13.C: Process Engagement between TSC and the Implementing Institutions

As per this structure, the TSC will oversee the overall implementation of SBTSS, while

CEMASTEA and institution(s) for English will implement the project activities in this

subcomponent as per the details below:

D. The TSC will:

a. Co-ordinate all project activities between the implementing institutions;

b. Analyse the TPAD data and KCSE and KCPE reports for teachers training needs

assessment with the implementing institutions

c. Validate the teachers training needs through the implementing institutions

d. Build capacity of trainers and supervise the training of teachers at county and school

level

e. Certify teachers for participation in training

f. Coordinate payments, work programs and annual budgets.

g. Prepare reports for GoK and WB;

E. At County level, the TSC will implement the project activities using a coordinating

committee and the existing CEMASTEA INSET structure. The coordinating committee

is composed of the TSC county Director as the chairperson, the Deputy TSC county

Director, TSC Sub-county Directors, the TSC county accountant, a representative of the

CSO, INSET centre Principal and Head teacher. The main tasks of the committee will be

to:

i. Coordinate implementation of project activities.

ii. Manage project activities at the INSET centres

iii. Manage funds for project activities at the County level.

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iv. File training returns on project activities to TSC and CEMASTEA.

v. Maintain data of trainees, trainers, and training centres in the County.

vi. Facilitate fora for sharing of good classroom practices among teachers in the County.

vii. Support school based teacher capacity development

viii. Monitor and Evaluate project activities.

F. At the Cluster level, the INSET schools will act as cluster resource centres for feeder

primary and secondary schools. Each cluster will be supported by a cluster resource

team.

At each cluster centre:

i. Facilitators will train cluster facilitators from the target schools

ii. Training will be supported by Sub-county Directors, CSO, CEMASTEA and

Institution(s) for English.

iii. Evaluation of Pre and post training will be conducted.

iv. Peer support will be initiated

G. At the school level there will be school based INSET supported by the Head teacher for

primary level and Principal for secondary level. The school based INSET will be

conducted by the cluster facilitators and supported by TSC Sub-county Directors, CSOs,

CEMASTEA and Institution(s) for English.