The year 2009 brings many challenges. The Grand Coalition Government struggles to implement the reforms agreed after the 2008 post-election violence to reunite the country. Coupled with poor global prospects and severe drought in the Horn of Africa, Kenya realises hardly any economic growth and experiences increased poverty.
The education sector still receives the largest (more than 25% and rising) share of the national budget, despite the difficult financial times. In March 2008, the Government introduced Free Day Secondary Education. As expected, the demand for secondary education has grown immensely since the launch of Free Primary Education in 2003. In 2009, the transition rate from primary to secondary education reaches the targeted 70%. A real achievement!
Towards the end of the year, however, the Ministry of Education receives negative publicity. An internal audit unveils that more than € 1 million has not been properly accounted for. Internal and external investigations are launched and several staff members interdicted. Steps are taken to strengthen financial management and to safeguard resources. Fortunately, these matters do not negatively affect the VVOB programme, that controls its own budget through a Financing Agreement with the Ministry of Finance, signed on May 29th 2009.
Integrating ICT in education, a big job
The sub-programme ‘ICT Integration in Education’ works with all directorates and units of the Ministry of Education. These are represented in the ICT Integration Team. This team, responsible for coordination and harmonisation of all ICT initiatives, gradually matures as the year progresses. Through various learning opportunities, study visits and conferences, its members are now practising what they preach. They give crucial guidance and advice to the senior managers for the development of policies, guidelines and strategic planning.
In May, we launch a training scheme for senior managers who are too busy to enroll in regular classes. Through an individualised programme with personal tutors they learn a variety of ICT skills for improved management. This unusual approach creates a real ‘ICT buzz’. At the end of the year, more than 35 people, including the Permanent Secretary and many directors, are scheduling sessions whenever they have a spare moment: be it at 7 a.m., after 5 p.m. or during the weekend. A definite success formula!
In 2009, our priority is on enhanced communication, information sharing and dissemination at the ministerial headquarters. This happens mainly through wider adoption of e-mail and intranet, and a redesigned website. The focus in 2010 shall be on strengthening information sharing and access between the headquarters of the Ministry, the districts and the general public.
Effective ICT integration in the classroom
The biggest challenge is integrating ICT in teaching and learning in class. Teachers require attitude change and new didactic skills. The agency mandated for the in-service training of mathematics and sciences teachers, embraces ICT to improve its programme. They develop an institutional ICT policy and include ICT integration in their strategic plan. More than 60 teachers enroll in various technical training programmes. But the real ‘aha!’-insight comes during a workshop with an education expert from the University of Ghent. They now realise how a teacher can be empowered by ICT.
Healthy Learning
The Healthy Learning programme focuses on introducing elementary insights and skills on hygiene, nutrition and a healthy environment and to make learning practical and more relevant.
VVOB works closely with the staff of the Ministry of Education and several other stakeholders, such as the World Food Programme, as well as with education officers and officers from other Ministries (water, health, agriculture ...) in the districts. But the ultimate beneficiaries are the primary school children.
VVOB provides advice, technical input, funding for primary school projects and capacity strengthening activities on a national, district and school level.
‘Healthy Learning’ kicks off in 25 ‘model schools’ in eight arid and semi-arid districts. They start their own projects to improve the health of the pupils. The teachers use a variety of magazines and other didactic materials provided by the programme.
It is encouraging to see parents, teachers and students collectively and actively involved in all steps of the project, offering support and taking ownership. People involved in Healthy Learning report positive change in their lives. Parents and school communities adopt some of the farming techniques taught at school and use them at home. The programme uses the existing curriculum, management systems and mechanisms. As is the case for all Free Primary Education funds, the Healthy Learning funds are sent directly to the schools who account for their use through financial returns. District officers visit the schools every quarter to monitor progress and to give advise and support.
Throughout the year, many of the lessons learnt at schools and in the districts are shared at national and international forums.
In 2010 we will engage five new schools, and focus on district and national multi-sector coordination. We plan to ‘translate’ local experiences into a training package for teachers and school managers. The year will be full of activity!
Twenty years support to the medical sector concluded
The National Skillslab Expansion project with focus on improved practical skills for nurses and clinical officers (‘assistant doctors’) caps the long partnership with the Ministry of Public Health. The trainees now develop their practical skills before they meet the real patients, by using dummies or manikins and ‘simulated patients’.
All colleges of the Kenya Medical Training College (KMTC), countrywide, use the skillslab manuals and learning guides. The exam systems are harmonised and a platform for e-learning is available. We hope that KMTC will continue to support innovation of medical education.
