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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
ACTIVITY START FINISH Q1 Q2 Q3 Q4 Subtotal
(USD)
Subtotal
(Euros)
Q1 Q2 Q3 Q4 Subtotal (USD) Subtotal
(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
ACTIVITY START FINISH Q1 Q2 Q3 Q4 Subtotal
(USD)
Subtotal
(Euros)
Q1 Q2 Q3 Q4 Subtotal (USD) Subtotal
(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
ACTIVITY START FINISH Q1 Q2 Q3 Q4 Subtotal
(USD)
Subtotal
(Euros)
Q1 Q2 Q3 Q4 Subtotal (USD) Subtotal
(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.
3.2.3 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.
3.2.4 Expected outputs
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
3.2.5 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 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
The following procedure will be used:
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:
i. Provide strategic leadership in implementation of project activities;
ii. Official link in communication between MoE and TSC;
iii. Facilitation of the project activities;
19
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.
Roles 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:
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.
3.3.2 Intermediate indicators
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.
3.3.3 Expected outputs
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.
3.3.4 Key activities
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.
4.1.3 Intermediate indicators
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.
4.1.4 Expected outputs
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.
4.1.5 Key activities
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
Preparatory 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.
5.1.3 Expected outputs
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.
5.1.4 Key Activities
Preparatory activities
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.
Implementation Activities
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:
i. Provide strategic leadership in implementation of project activities;
ii. Official link in communication between MoE (PS) and KICD;
iii. Facilitation of the project activities, plans and reports;
iv. Accounting officer for project funds;
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
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.
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)
Q1 Q2 Q3 Q4 Subtotal (USD) Subtotal
(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
ACTIVITY START FINISH Q1 Q2 Q3 Q4 Subtotal (USD) Subtotal
(Euros)
Q1 Q2 Q3 Q4 Subtotal (USD) Subtotal
(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
ACTIVITY START FINISH Q1 Q2 Q3 Q4 Subtotal (USD) Subtotal
(Euros)
Q1 Q2 Q3 Q4 Subtotal (USD) Subtotal
(Euros)
3.1.18 DSA for 94 facilitators @ 10000/-for 4
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
3.1.21 DSA for 94 facilitators @ 10000/-for 4
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.
5.2.4 Expected outputs
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.
5.2.5 Key Activities
Preparatory activities
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.
Implementation Activities
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;
ii) Link between the TWG and the CEO; and
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
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;
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
START FINSIH BE FY 2017/2018 FY2018/2019
TOTAL
(KShs.) TOTAL (USD.)
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
START FINSIH BE FY 2017/2018 FY2018/2019
TOTAL
(KShs.) TOTAL (USD.)
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.
6.1.4 Expected outputs
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.
Implementation 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.
Implementation 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
. Training activity Target Group Objective Number of
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
. Training activity Target Group Objective Number of
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
. Training activity Target Group Objective Number of
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
To create awareness on the
Project
102
KICD
1,371,000
13,441
35.
County
Stakeholders’
Sensitization
SCDES, TSC-
SCD,
QASOS,CEOs,
CPCs,
Marginalized
Groups, Civil
Societies
To create awareness on the
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
To create awareness on the
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
To build capacity on
Project Management
34
ESAMI(A
rusha)
21,998,000
215,667
39. Training for
donor funded
projects
Project Finance
Officers/Accounta
nts
To build capacity on
Project financial
Management
12 Kenya
School of
Governme
nt
3,633,840
35626
40. Training for
donor funded
projects
Project
Procurement
Officers at
To build capacity on
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
. Training activity Target Group Objective Number of
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
To build capacity on
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 : DPCAD component 2
In attendance : DPCAD component 3
In attendance : DPCAD component 4
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;
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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).
The Deputy Project Coordinator will be responsible to the project coordinator; his/her duties will
include, but not limited to:
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)
The Deputy Project Coordinator will be responsible to the project coordinator; his/her duties will
include, but not limited to:
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
Her/his responsibilities are:
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
Her/his responsibilities are:
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
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(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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S.No Activity Responsibility
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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S.No Activity Responsibility
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
PS: to sign the contract
3 Contract Signing PMC: to prepare contract documents for PS to sign
PS: to sign the contract
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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S.No Activity Responsibility
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
The following procedure will be used:
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
The following procedure will be used:
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
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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
The TSC SDD Teacher management will deputise the Director Teacher Management in the
implementation of project activities
v. 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:
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
The role of the core team will include the following:
Lead team in all activities in implementation of project activities
Identifying and managing risks during project implementation
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
Identifying and managing risks during project implementation
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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.
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