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Local report

Filed by stephen kameti

1ST Quarter report ; Feb - April ,09 period.

The period under review in this report is exactly between mid Feb and end April. The project started a little later than it was planned due some initialization hiccups even though much has been achieved since then.
The project is implemented in the ASAL (Arid and Semi Arid Land) Zones( 6) bordering Kora and Meru Wildlife conservation parks. About 60% of the people living in the zone are below poverty level. The level of education is very low and the girl child enrollment in both primary and secondary levels. Still, the teacher – student/ pupils ratio is low (poor) from the teacher side due to low staffing from the ministry. There is high school dropout especially in primary schools mostly due to famine related complication among other issues ( one of the schools Ikathima pry had 103 pupils leave school to go and look for food in the neighboring district hence exposing to child labour).
The report is focused on four (4) pilot schools: 2 Primary schools and 2secondary schools and other formal and general project achievements so far.

Achievements so far

1. Identification and recruitment of the four pilot schools namely: see photos of the schools in Annex  2
* Ikathima primary school;sch.pop.278,M-140, F-138.bordering Kora NP, the last sch. To the park upper part. Very much affected by famine. 103 pupils has left sch. To search for food with their parents or alone.

* Kalumu primary school; sch; pop.296, M-160,F-136. The last sch. Towards Kora NP lower part. The zone is characterized with high girl child school dropout and general low education level in both sex.

* Mivukoni secondary school; sch. Pop.264; M-162, F-102. Location at the entry  of Kora NP; well position to show the good work of TAS-KWS Partnership as before one leaves the main road and enters Kora park.

* Usueini Girls secondary school;sch; pop.124, started 2005, The sch. Has multiple short comings ranging; lack of sch. Text books,  insufficient lighting, serious water shortage, low teacher-student ratio, no IT exposure and general student lack of exposure  to learning enhancing facilities.

2. Identification of trust members in the four schools awaiting inauguration. Mostly these are local trustees although each school has been supplied with at least one non-local resident trustee. The person might be coming from the area or external.
   About 5 external trustees have expressed their commitment to joining the trusts
   In various capacities.Namely:
* Kyania nzili- advocate/lawyer and in various school boards
* Harriet Matsaert – governor of International School Kenya
* Njoki-in school business
* Jonstone Kioko- working in parliament and in various school boards
* Mrs Ndeti-Worker, Business lady and in various schools boards
3. Identification of local trustee/ Lawyer (Mr. Nzili) and willing to volunteer his legal services to the trust.
4. Development and enhancement of partnership with the local MP who is indeed the VP and promised his contribution support CDF funding. His wife who is a patron of Kalonzo Musyoka Foundation (KMF) has shown keen interest towards  supporting the TAS project through the foundation and other avenues.
5. Identification of point person in the Ministry of Education –MoE  HQs;Leah Rotich- Director of education in charge of Basic Education.
6. Office space, Equipping and transport establishment at Mwingi operation base.
7. Documentation boost with Digital camera. Key tool in activities Monitoring  and Evaluation processes
8. Establishment of a contact person at the DEO’s office at the district of the project operation (Kyuso).
9. Development of school trust team operation guideline material- see annex 1

Key challenges/ Issues
1. Escalated drought and famine in the area of operation which possibly will affect project implementation especially in primary schools mostly when it comes to local contribution. Possible option;  school feeding for children in school and parents feeding at the school during working days.
2. Dissemination of key program information which requires mobile presentation /capturing eg familiarization of local trust teams with TAS website and other file documentation while in the field. Possible option ; laptop
3. Low girl child enrollment in both primary and secondary schools and still poor performance. Possible option; Biased  sponsorships of girls and general equipping of the schools with relevant learning materials
4. Minstry personnel (especially from ministry of education at district level- field work) allowances when they officially participate in TAS activity.

Next quarter activities

1 Inaugurations of the four school trusts and other formalizations; opening of bank accounts, setting of office bearers.
2 Development of the prioritized school proposal for the four schools; guide the trust team on proposal writing.
3 Development of fundraising materials; brochures, flyers, slogans etc.
4 Continued sourcing for quality trustees.


Stephen Kameti  KWS / TAS liaison manager  May 2009