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Local report
01/02/2010

Filed by Stephen Kameti

TAS-KWS KORA/MWINGI PROJECT : Annual Report year 2009.

By TAS/KWS Project Liaison Officer

                      

Back ground in formation of the area.

The period under review in this report is exactly between mind Feb and Dec.2009 ( for Mwingi TAS- KWS program). The project started a little bit late than it was planned (January- planned) due to some initialization hiccups even though much has been achieved since then.

The project is implemented in the ASAL Zones(EcoZone 6) bordering Kora and Meru Wildlife conservation parks. The area normally receives very low erratic rainfall. About 60% of the people living in the zone are below poverty level (less than a dollar a day). The level of education is very low and the girl child enrollment in both primary and secondary levels very low. Majority of area residents especially in Mwingi are peasant farmers with high crop failure due to recurrent drought in the area. In schools teacher – student/ pupils ratio is low from the teacher side due to low staffing from the ministry. There is high school dropout especially in primary schools exacerbated by  famine related complication and local rituals among other issues ( one of school Ikathima pry had 103 pupils leave school to go and look for food in the neighboring district hence exposing those children to child labour (majority are back now after TAS emergency one term feeding support)). Since the project boarders  kora and Mwingi National and reserve respectively there has been occasional Human Wildlife Conflict (HWC). This has necessitated development of mutual strategy to respond to this need which TAS-KWS program innovatively is keen to champion. This will go along way in improving learning atmosphere in the area hence possible academic improvement.

Project overall goal:

The main goal of the TAS/KWS project is;

Improved academic outcome in both primary schools and secondary schools and still, improved conservation efforts at the targeted areas.

Key objectives of the project within the period in question.

1.  To identify and engage TAS/KWS Project Corodinating officer and facilitate her/him to thoroughly be familiar with the TAS website and methodology. See annex 1

2.  To establish 4 new local school trusts around Kora National park and Mwingi National Reserve on the TAS model so that they are fully operational by the end of Jan 2010.

3.  The four schools to be monitored and supported together with the existing Asako Primary School Trust and the Madogo Secondary School Trust.

4.  The identified school trusts each to be guided and facilitated to prepare at least one project proposal for funding request.

5.  Develop and secure implementation of stratified documentation and reported system.

Key activities involved in achieving the above see annex 1

Achievements

1.  Identification of four new schools around Kora NP which has both potential and need.See table below

Specific funding support per school Data:-

School trust. name

 Location

Activities supported

1.        Usueni Girls Secondary School

Mwingi; Usueni area

-          Library books

-          3 Additional teachers

2.        Mivukoni Secondary School

Mwingi;  Mivukoni area

-          Remedial teaching programme

-          Study rooms (Bandas)

3.        Ikathima Primary School

Mwingi;. Masyiungwa area

-Feeding programmed

-Additional

- 4 School Teachers renovation (Being considered)

4.        Kalumu Primary School

Mwingi;. Kaningo area

-Feeding programme

-Additional teachers

3.  Trustees for the above schools identified, election done; Chairperson and Secretary and inaugurated conducted (The trustees included business and professional people who might become 'School Champions' mostly from the area and external trustees).See Annex2

4.  Pro bono lawyer for Mwingi school Trusts identified to adapt the model Trust Deed

7.  Familiarization of trustees (especially secretary) with the TAS website and the Project Management System.

9.  Production of fund raising leaflet for each four local trust school.

10  Opening of the four Mwingi local trust bank account with 3 signatories each at Chase Bank-Kenya Ltd.

11. Development and enhancement of partnership with the local MP who indeed is the VP and has promised his CDF complementary funding. His wife who is the patron of Kalonzo Musyoka Foundation (KMF) has shown keen interest towards supporting TAS projects through the foundation and other avenues. The two traveled to UK in November to attend and participate in TAS fund raising event.

12. Established mutual partnership with KWS for the schools academic improvement. See KWS Director’s letter; annex 3

Financial spending

During the period in question the below amount was received from TAS; Waterloo Foundation donation and spend accordingly.(1,100,000/- KS  (£10,000 @ 110/-  to £):-

Salary  (40,000 per month)                                                                480,000

Benefits for employee                                                                         30,000

Transport and driver                                                                          368,000

Phone and emails (B/Band)                                                                72,000

Printer                                                                                                   8,000

Stationery                                                                                            15,000

Contingencies                                                                                    130,000

Grand Total                                                                                    1,081,000

Key challenges    

  1. Escalated and frequent drought occurrences and its related effects in the area of operation which affects project implementation especially in primary schools mostly when it comes to local contribution
  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’ education and general equipping of the schools with relevant girls learningfreindly materials and consequently enhanced advocacy on girl child education.
  4. Relevant collaborating Ministry personnel (especially from ministry of education at district level- field work) incentives when they officially participate in TAS activity. Possible option .Use other non-recurrent cost programs like exposure tours and training sponsorship through their relevant Trusts. Encourage the spirit of volunteerism.
  5. Distances to schools mostly to primary schools. Pupils have to move far distances some walking as far as 10km to the school (one way)! This posses a multiple of risks:- wildlife attacks along the way, too tired to concentrate, possible forced or arranged sexual engagements to the girls along the ways as better part of the paths cuts through thick bushes. Possible option; Encourage boarding schools in such situations
  6. Chronic water problems in most schools;- No water and when little is there, it is too dirty or salty. The situation is also exacerbated by recurrent droughts. Possible option; Roof water harvesting among others.

7.      Slowness in implementation/availing of CDF funds where it’s required to complement TAS financially; possible option; Enhanced consultation with area MPs.

8.    Overwhelming school needs making it difficulty when it comes to prioritizing the needs some needs are urgent but in terms of importance not and others are important and not urgent; Possible option Development of Strategic plans in each school trust.

Lessons learnt

I    Importance of additional teacher in the trust team to assist the school head in identifying

     Teachers needs/views in the school.

2.  The role of community representative very crucial especially in primary schools for a stronger partnership of the local communities and local trust. This will assist a lot especially in local contribution injection.

3.  CDF which is a complementary fund to TAS project in most cases is not as forthcoming as it is supposed to be due to the Fund implementation bureaucracy.

4   There are overwhelming needs in the targeted schools and local communities find it difficulty to make decision on the priority project in most cases. There is need of strategic plans for each school for smooth and efficient support to the schools.

4   TAS model is unique and innovatively open for adaptation. The model sustainably can achieve a lot for local poor schools.

Existing opportunities

  1. Strong and broad based fund raising harm of KWS . To supplement TAS budget wherever is deemed necessary.
  2. Cordial relationship exiting between the two project areas local MPs and TAS/KWS.
  3. Current KWS Kora National Park expansive program for the next 5 years. The program is an open opportunity for integration and consequently mainstreaming of TAS in KWS operations.
  4. Friendly local communities especially in Mwingi ; easy to go along with . This makes project implementation a little bit easier mostly where local contribution is required.

Plans for 2010 and beyond

The project area did not receive enough rains in the concluded rain season at least they had 50% crop failure. Very view livestock had survived the long drought. This leaves the target community prone to economic empowerment crunch.  More schools are ballooningly yelling for help! This makes TAS/KWS project a demand driven as while as responsive program. School needs are escalating and Government programs are seemingly over whelmed by these encroaching needs. Still, there is escalating Human Wildlife Conflict –HWC  in most parts of Kora National Park.  This makes TAS support key at the moment as we forge for local support partnership in the effort of establishing sustainable and continued academic improvement and consequently economic empowerment of the local people.

The following are key desired future fronts in relation to the above;-

  1. Continue supporting the existing/identified Schools towards improvement of academic performances. See TAS/KWS coordinator’s ; JD 2010. Annex 4
  2. Addition of another one School Bura district;  Boka Primary School which neighbours Kora N.P from Baghali side and the communities are poor and, the place has been a  Hotspot on Human Wild life conflict (HWC)
  3. Enhance local fund raising base.
  4.  Deliberate partnership forging of the targeted schools with learning institutions for a possible academic upgrading and improvement.(Nairobi schools/ excelling schools, universities and Tertiary institutions.)
  5. Explore possible expansion of the program in other national parks with similar needs and possibly mainstreaming of the TAS program in the KWS operations.
  6. Enhanced team building/linkages of the Trustees especially Trusts’ secretaries.

Annexes

Annex 1

KWS / TAS LIAISON OFFICER

Context and Purpose of the post

 The post is a joint appointment between KWS (Kenya Wildlife Service) and TAS (Trusts for African Schools).

The purpose of the post is to develop and support a sustainable mechanism for school improvement in areas adjacent to Meru and Kora National Parks.

Objectives

1.  To become thoroughly familiar with the TAS website and methodology.

 2.  To establish 4 new local school trusts on the TAS model so that they are fully operational by the end of Jan 2010.

3.  To monitor and support these 4 new trusts together with the existing Asako Primary School Trust and the Madogo Secondary School Trust.

4.  To facilitate the preparation of at least one project proposal from each new trust.

Tasks involved to establish a new school trust

1.  Identify a school around Kora NP which has both potential and need.

2.  Sell the idea of a local school trust to the school community.

3.  Find the trustees including business and professional people who might become 'School Champions'.

4.  Get a pro bono lawyer to adapt the model Trust Deed (TAS will help with this).

5.  Have an inaugural meeting of the trust.

6.  Elect a Chairman, Secretary, and possibly a Treasurer

7.  Familiarise trustees with the TAS website and the Project Management System.

8.  Build relationships with local officials, politicians, tourist outlets, local and national charities.

9.  Produce the text pictures for a fund raising leaflet.

10  Open a trust bank account with 2 or 3 signatories.

(NB all necessary materials are down-loadable from the TAS website)

 

Ongoing activities

 

1.  Attend local trust meetings in an advisory capacity whenever possible

2.  Be easily accessible to trustees for advice and support by email and phone.

3.  Monitor the cost effectiveness of tenders and quotes for projects.

4.  Maintain good relationships with local and regional education officials,  tourist outlets, politicians, local and national charities.

5.  Assist in the acquisition of local funds for projects.

 

Communications and Reporting

Three levels of reporting are suggested:

 

1.  TAS would like informal communications by email on a frequent and regular basis.  By this means TAS will kept informed of the progress of work and will be able to offer advice and support quickly.

2.  Every 3 months a short report, no more than 2 sides of A4 will be prepared covering:

*  progress on identifying, contacting and building relationships with schools

*  progress on identifying individual trustees and establishing trusts, opening bank accounts etc

*  progress, if any, on identifying proposals for submission to TAS.

3.  At the end of Jan 2010 a report will be prepared summarising achievement to date with reference to the objectives. January 2009.

Annex 2

School trust teams; their current occupation, their specific roles and trusts’ priority need ( at least the 1st three).

Name of Trust

Member

Position in Trust

Member occupation

Top 4 priority needs

Mivukoni Secondary

1. Francis koma

Chair person

Drought Moritoring Officer

1.        Books and Remedial teaching

2.        Liibrary

3.        Female Dorm

4.        Water

1.        Food for pupils

2.        additional teachers

3.        School Kitchen

4.        School Renovation

1.        Remedial

2.         library books

3.        Lighting

4.        3 Extra teachers

  1. Food for pupils
  2. 3extra teachers
  3. School renovationa
  4. Water

2. Mrs Muitinda. A

Sch. Principal

School Principal/Teacher

3.Mrs Mutuku

Teacher Rep.

Teacher

4.Angeline mbula

BoG rep.

CDF Treasurer

5. Harriet

Secretary

External Trustee

6.William Mutheki

member

Businessman

Ikathima primary

1. Titus K. Mughi

School H/Teacher

Teacher

2.James M.Maluki

Chair Person

Committee member SMC

3.Stephen M.Nguli

Member

Business lady

4. Mulaki Kioko

Member

Employee;  Kenya Parliament

5. Stella M. Munyoki

Teacher Rep.

Teacher

6. Ms Njoki Kimotho

Secretary

External trustee

Usueni Girls

1.Musyoka Mutia

Member

Education Officer /BoG Rep.

2. Martha Muthengi

School Principal

Teacher

3. Peter M. Musembi

Teacher Rep.

Teacher

4 .MrsHellen  Ndeti

Secretary

External Trustee

5..Ms Kyambi Kavali

Chair person

ICRC –Kenya ( HoD)

Kalumu Primary

1.Stephen N. Kasovo

Head Teacher

Teacher

2.Musyoki Mulaki

Chairperson

Chairperson SMC

3.Patrick mukora

Teacher Rep.

Teacher

4.Sanjmi

Secretary

External Trustee

5.Mwendwa Kimwele

Member

Local Opinion Leader, Member  SMC

6. Kyania Nzili

Member

Lawyer, External Trustee

Annex 3

KWS / TAS kora/mwingi project liaison officer job description year 2010 feb to feb. 2011

Context and Purpose of the post

 The post is a joint appointment between KWS (Kenya Wildlife Service) and TAS (Trusts for African Schools).

The purpose of the post is to coordinate and support a sustainable mechanism for school improvement in areas adjacent to Kora National Park and Mwingi National Reserve.

Tasks of the liaison officer

1.  To become thoroughly familiar with the TAS website and methodology.

2.  To co-ordinate the 6 established local school trusts on the TAS model so that they are fully operational for the period of engagement.

3.  To monitor and support the 6 new trusts and assist in establishment of one new trust in Boka primary school by end of April 2010.

4.  To facilitate the preparation of project proposals for the local trusts in the area of jurisdiction..

6. Ensure proper management of the KWS vehicle, driver and any assets attached to or in use for the time by the TAS/KWS office.

7. Ensure efficient and effective use and management of any funds and assets allocated for use by the KWS/TAS project office.

8.  Attend local trust meetings in an advisory capacity whenever possible

9. Be easily accessible to trustees for advice and support by email and phone.

10.  Monitor the cost effectiveness of tenders and quotes for projects.

11.  Maintain good relationships with local and regional education officials, tourist outlets, politicians, local and national charities.

12.  Assist in the acquisition of local funds for projects.

Procedure involved to establish a new school trust in Boka

1.  Identify a school around Kora NP which has both potential and need – Boka has already been identified.

2.  Sell the idea of the local school trust to the school community.

3.  Find the trustees including business and professional people who might become 'School Champions'.

4.  Get a pro bono lawyer to adapt the model Trust Deed (TAS will help with this).

5.  Have an inaugural meeting of the trust.

6.  Elect a Chairman, Secretary, and possibly a Treasurer

7.  Familiarize trustees with the TAS website and the Project Management System.

8.  Build relationships with local officials, politicians, tourist outlets, local and national charities.

9.  Produce the text pictures for a fund raising leaflet.

10 Open a trust bank account with 2 or 3 signatories.

Communications and Reporting

1.  Regularly ensure communications by email on a frequent and regular basis to TAS and KWS where relevant and on need to know basis respectively.  By this means TAS and KWS will be kept informed of the progress of work and will be able to offer advice and support quickly.

2.  Every 3 months a short report will be prepared covering:

        -  progress, if any, on identified proposals for submission to TAS.

        -  progress of all ongoing activities/projects in all TAS supported schools

        -  impact of the TAS/KWS project on the communities  project area.

        -  plans for the next quarter.

        -  any other information that may deem necessary concerning the project

3.  At the end of Jan 2011 a report will be prepared summarizing achievements to date with reference to the project objectives.

Annexe 4

Attached KWS Director’s letter of support