1 Collective Responsibility to Capacity Development: Kenya’s Experience in the Education Sector in the Recent Past A Presentation By Prof. Karega Mutahi;

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Collective Responsibility to Collective Responsibility to Capacity Development: Capacity Development:

Kenya’s Experience in the Kenya’s Experience in the Education Sector in the Education Sector in the

Recent PastRecent Past

A Presentation ByA Presentation By

Prof. Karega Mutahi; Permanent Prof. Karega Mutahi; Permanent Secretary, Ministry of EducationSecretary, Ministry of Education

DuringDuring

2006 LenCD Forum at AICAD, Kenya2006 LenCD Forum at AICAD, Kenya

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Historical Background

GoK’s recognition of the importance of human capital demonstrated by Heavy investment in the necessary

human and institutional capacity development for the achievement of quality education.

sustained and progressive effort to put in place structures towards this end since early 1960s

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Historical Background In the Education Sector, the rate of

development of needed capacity has not been commensurate with the demand for effective management in education the implementation of programmes: Comprehensive Education Sector Analysis

(CESA) of 1994 Master Plan for Education and Training

(1997-2010) GoK/UNDP Report on capacity and training,

needs assessment in MOE, etc.

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Historical Background

• Ineffective policy support, lack of succession management, inadequate capacity and capacity development programmes made effective/efficient use of available resources in delivery of quality education and training difficult

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Historical Background

Well coordinated approach to capacity development for efficient and effective delivery of quality services has been made absolutely necessary due to the Development of

Poverty Reduction Strategy Paper Economic Recovery Strategy,

Declaration of FPE in 2003

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Historical Background Successful implementation of FPE

required: Working out modalities for raising and

amalgamating necessary resources Bringing together all education

stakeholders, including Development Partners (DP)

Successful formulation and application of implementation guidelines was thus realised

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Historical Background Participatory and consultative

process throughout the country lead to: National Conference on Education

and Training in November 2003 Gazettement of Sessional Paper No.1

of 2005 Formulation of Kenya Education

Sector Support Programme in July, 2005 for realizing the policy objectives.

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Historical Background The Donors to Education Coordination

Group (1999/2000) Established its TOR in relation to MOE

vision and mission DP involvement in formulation of

KESSP and implementation of FPE MOE/DP joint M&E of the

implementation of FPE encouraged DP to endorse Kenya to receive FTI funds, bringing in collective responsibility and mutual accountability

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Historical Background Lesson learnt and experience

gained from the on-going donor supported Programmes /and pilot projects on capacity development has helped MOE develop own capacity in

Instructional material delivery In-service training of teachers/head

teachers and school management committees (SMC)

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In-Service Education & In-Service Education & TrainingTraining (INSET)

INSET of teachers to build capacity for improved quality of education, particularly in the poorly-performed areas of mathematics and science subjects; and, in response to such emerging issues as HIV/AIDS and Gender-responsive teaching has been incorporated in KESSP

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In-Service Education & In-Service Education & TrainingTraining (INSET)

MOE/JICA launched the Strengthening of Mathematics and Science in Secondary Education (SMASSE) INSET for secondary school teachers in 1998 Piloted in 9 districts. Successful implementation and impact

lead to a Phase II, with national coverage in 2003.

Extended to take on board mathematics teachers in Diploma TTC, PTTC and TIVET institutions.

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In-Service Education & In-Service Education & TrainingTraining (INSET)

The MOE/DFID school-based teacher development (SbTD),

MOE/AKF/CIDA MOE/UNICEF MOE/USAID Other smaller pilot programmes

by NGOs and faith based organizations (FBO)

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In-Service Education & In-Service Education & TrainingTraining (INSET)

MOE/Donor supported workshops and seminars since early 2004 for education managers/ administrators on

General SWAPs Results-oriented management Performance Appraisal System

(PAS)

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In-Service Education & In-Service Education & TrainingTraining (INSET)

Formulation of KESSP by MOE and Development Partners SWAP for Kenya that flexibly incorporated

the on-going individual programmes like SbTD, SMASSE, AFK/CIDA, UNICEF

Complement capacity building in the education sectors

Effectively improve delivery of educational services and education quality

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In-Service Education & In-Service Education & TrainingTraining (INSET)

Some KESSP IP strategies, such as teacher education, secondary education, ICT, TIVET, gender and higher education are still being developed. On-going discussions and consultations by

MOE/DP and other stakeholders on strategies for harmonization of capacity development based on the on-going and stipulated KESSP investment programmes

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Capacity Development under SWAP-KESSP

Implementation of any programme requires development of relevant policies and implementation capacity on a continuous basis.

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Capacity Development under SWAP-KESSP

Policy and Implementation Capacity Need technical assistance and support. Pose major challenges in addressing the

Paris Declaration Promising piloted and best practices

need to be isolated, shared, adapted and strengthened as they are spread for application in implementing education programmes.

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Capacity Development under SWAP-KESSP

The development and implementation of FPE and SMASSE in Kenya have provided valuable lessons worth discussing further with respect to capacity building in as appertains to addressing Paris Declaration.

Tremendous capacity in management of school programmes, financial management in respect to instructional material and infrastructure development has been built.

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Capacity Development under SWAP-KESSP

Significant contribution by out-sourced, consultancy working under MOE leadership. However, unable to fully institutionalize and regularize

capacity development mechanisms for current and future programmes.

Capacity built only suitable for the task at hand but not perpetual for long-term benefit.

The approach not quite effective in sustainable capacity development.

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Capacity Development under SWAP-KESSP

Tangible results discernable where specially selected/ identified officers on fulltime basis understudy expatriates or consultants and train locals in view of institutionalizing and regularizing capacity building. Exemplification of this in MoE’s KESSP

investment programmes in capacity building such as PRISM and SMASSE.

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Capacity Development: The SMASSE Example

The role of Mathematics and Science in national development needs no emphasis

SMASSE initiative as jointly formulated and undertaken by MOE and JICA

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Capacity Development: The SMASSE Example

SMASSE programme: Building necessary capacity for

strengthening secondary mathematics and science education through INSET for teachers

An approach worth adapting for sustainable capacity development

Under the Chairmanship of PS, the programme’s organizational and administrative structure includes all the key stakeholders.

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Capacity Development: The SMASSE Example

Funding 60% JICA Kenya, 18% MOE headquarters and

22% DEB through Schools (beneficiaries) for ownership and sustainability; and

Activities and outcomes formulated and implemented through an agreed PDM

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Capacity Development: The SMASSE Example

In the pilot phase, core staff of 8 Kenyan teachers working on full time basis with 6 Japanese experts.

The Kenyan academic staff has grown to 61 and Japanese academic staff has reduced from the initial 4 to the current 2 An indication of sufficient capacity

development of Kenyan personnel to effectively continue the programmes.

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Capacity Development: The SMASSE Example

Training of Kenyan Personnel by JICA Started in July 1998 in Japan More opportunities for capacity

development of teachers, teacher trainers, and education managers opened

In the Philippines 2002 In 2006 Malaysia

National Trainers Short Courses on INSET : 59 M. Ed (Mathematics/Science): 07

Education Administrators/INSET Managers:58

District Trainers: 145

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Capacity Development: The SMASSE Example

• Third Country Counterpart Training funded by JICA and GoK for SMASSE-WECSA member countries • Trained 275

• Capacity of the National Academic Staff developed to a level where they are deployed to other countries as JICA’s Third Country Experts (TCE) for INSET formulation and implementation

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Capacity Development: The SMASSE Example

Numbers of trainers, teachers and education managers have been trained in Kenya at the National and District levels through a two-tier cascade system by September, 2006. District Trainers: 1,677 Mathematics and Science Teachers: 16,251 Kenyan school Principals: 762 District Education Officers : 71 Quality Assurance & Standards Officers: 474 Diploma Science TTC Tutors: 300 TIVET Tutors: 177

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Capacity Development: The SMASSE Example

Within a period of 6 years under the same project Many teachers have been in-serviced to

benefit students in secondary schools, 2 diploma teacher training colleges and

Education staff from other African countries have been trained

Institutional capacity of 106 selected secondary schools has been strengthened to district resource centre status

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Capacity Development: The SMASSE Example

Joint MOE/JICA mid-term and final evaluation of the SMASSE Project met the 5 Development Assistance Committee evaluation criteria of Relevance Effectiveness Efficiency Impact and Sustainability

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Capacity Development: The SMASSE Example

SMASSE clearly demonstrates collective responsibility of stakeholders with mutual accountability

It is envisaged that at the end of the cooperation period, the capacity development programme, systems initiated and implemented by/through SMASSE will be sustained

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Capacity Development: The SMASSE Example

Since SMASSE has not only complemented capacity building in the education sector but also has the potential for improving education quality on continuous basis, MOE is considering the harmonisation of other KESSP Programmes for capacity building and professional development along the SMASSE model

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Conclusion Technical assistance provided by the

DP needs to be patterned in a manner that enables partner countries to effectively and efficiently sustain capacity development programmes/ mechanisms beyond DP funding and participation

The role of local universities and other training institutions in capacity development needs to be enhanced.