| Local report
This is not a scientific report but a general update of what has been
and is happening within TAS project implementation. The outcome period is open however most of
the impact is being experienced last year to date. Its not 100% all the changes
is because of TAS intervention.
The report is a mix-up of field observation during my school visits,
hard realities/facts and what they say; parents, students/pupils and other
stakeholders. Briefly and in bullet form the report will bring out main
changes/outcomes, outstanding challenges and their possible intervention
planned activities and still some grey areas.
Just a quick look of us here!!!!
- Initiation of cost-
cutting activities by school teams;
eg. Ikathima primary school after launch of boarding program they
took opportunity of their huge land and aggressively planted crops to
subsidize cost of boarding.
- Over whelming enrolment
increase in TAS supported schools. Eg. This year Usueni registered 91
students in F1; traditionally they register 40-45 students entry! 6 new
girls joined Ikathima primary this
term! (Ikathima primary becoming
like rescue centre for girls!)
- TAS Lst outcomes
inspiration to other schools. Eg. When chairpersons of new KWS PASMAP project
visited Ikathima primary schools, two schen went back and innovatively
started boarding facilities. They converted classroom into boarding
facility by night and during day same room serves as classroom.
- Reduced community
hostility; in some communities eg. Boka it was hard to take a picture of
pupils or community member (they would either run away or unfriendly
attach you). This now is gone and both the community members and pupils
they even request for a picture.
- Popularity of the
boarding schools increasing and pupils coming from other schools for bench
marking. Eg. Ikathima this year received 6 students. They will study in
the school ( as boarders) and finally will go back to their respective
schools to do their final exam.
- Entrepreneurship concept
programs taking place eg Usueni
girls as started business club; 45 students. The cub will coach the other
interested students on business and entrepreneurship techniques (acting as
ToTs). This term they will host a team from UK College of business to
enhance this concept.
Mivukoni secondary school they have
wildlife club having poultry keeping plan.
The program will be fully managed by student with a business teacher as
- Increased parents
participation in most schools ( TAS supported schools) eg. High turn up of
parents to schools events.
Parents availing their local
contribution(sand and ballast) even before project is funded like the case of
Ikathima and Usueni girls while building
their respective staff units.
events (Period; by the end of the year
- Erecting appropriate use
of three faced information display boards in the seven schools around Kora
Nation Park; target- by the end May 2014.
- Usueni girls to host Uk
team from NMEBC – 3 teachers. This is a partnership program between
the College and Usueni schools .
Main focus – Business and entrepreneurship. Stay period at the school ; 25th
May to 1st June.
- Possibility of work
experience program at Mivukoni secondary students. The BOG has approved
this and the next step in general approval by the parents during
- Appropriately aligning
the TAS school operations with the new county Governments. This is on
going though there is some overlapping role of county and national
governments on management of education systems.
- LST secretaries/external
trustees come-together at Nairobi. This is for experience sharing. Normally the occasion is hosted by one
of the Trustees. Harriet – the main convener. This is earmarked to take
place early June.
- LST team experience
sharing come together. This will be hosted in one of the schools.
Preferred to take place on weekend to avoid interference with learning.
Target- before end October.
- Head Teachers Transfers.
Especially for the good performing head teachers. Some time this
interferes with consistency of the projects implementation. Option;
possibility of agreeing with Ministry for a teacher to stay at the school
for a certain period of time. During that the period the H/T to nurture
other teachers for purposes of the project continuity.
- Re-curing drought. This season approx. 90% crop failure.
Most of parents depend on farm produce for food and source of income. The
nearest time they will have rain fed farm produce is December. The
situation is becoming more aggravated by the current economic hard time in
the country. Option; School feeding program to be supported by the
government. This will sustain pupils in school. If they miss a meal at
home then they can have one in school.
- Poor net signals in some
schools. This has made it not possible for some program like ICT to be
effective. Communication to school
partner schools especially in UK is effectively through emails. Sometimes
one has to travel to a particular sport to access signal. Option; improve
signal by service provider ( this depends on market value/situation
analysis of the provider; its business).
- Chronic teaching staff
shortage in all schools! Every school has to innovately know how to make
best use of what they have (teachers). In some cases quality is compromised. This is a country-wide challenge!
- Policy on phasing out
school’s support without necessarily loosing contact. When and how?! Some
schools possibly need to run on their own and become model schools for
others(new and neighbour schools). Do
we leave the school completely or keep loose contact?
- Possibility of Schools
becoming Hub of development in the rural areas especially primary schools(
digital village). Can ICT take us there? Can the schools become centre for
community enlightment? Can the schools become unifying system for rural