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Local report 15/08/2011 Filed by TAS /KWS Co-ordinator’s Report August 2011
Report Period: Feb2011 to July 2011 Number of schools in review: 7 schools - 4 primary, 3 secondary. 4 in Mwingi District Eastern Province 3 in Hola District Coast province. Background
The project area inquestion is currently experiencing one of the worst drought effects in the history. At least 3 failed rain season! Mostly people in the area are pastoralist and peasant farmers meaning that is what mostly they rely on to survive. Drought coping mechanism in place: charcoal burning and selling for cash or exchange for food where possible even though the practice is illegal when done in big quantity. Effect: most people have started migrating to other places seen as food secure and in the processes taking away, children out of learning institution. The prices of livestock has dropped drastically and gone as low as 10pds per mature goat (earlier 30pds) or on the other side children come to school because there is school feeding and organize on where to stay while their parents are away looking for food;( the later scenario is the prevailing case now). There is need of some sort of hostels for this kinds to stop them going away with parents. Reality: In these mêlée Parents are left with very few and limited choices to meet their daily livelihood basic needs and cope with current drought. TAS intervention: TAS has done otherwise what could have been the work of parent to some extend and on the other hand compliment government intervention. In this, parents are eased from paying levies and children are not chased away from school. The parents then can/may use then funds redeemed by TAS to purchase food. This happens while TAS maintains the original focus on academic improvement and pursued goal of helping the children in Africa to attain their potential through academic enhancement.
Key challenges 1. The current prevailing drought in the area 2. Chronic understaffing in most schools ( this is a National issue). 3. Still cultural practices which exacerbate low girl – child education/progressive education 4. Poverty index in the area is very low: most of the parents (65%) living with below 1 dollar per day or nothing at all.
Achievements Still the above challenges with standing, the following achievement have been record on individual schools.
1. Increased school enrollment in most of project schools, possibly due to eased parents school levy pay. 2. 3 schools have shown slight improvement on their academic results based on last year’s results (one primary and two secondary schools). 3. Mivukoni secondary – Hampton partnership program took off very well with 2 teachers from Hampton Academy coming to mivukoni secondary on reciprocal visit( Peter and Gemma). Earlier two teachers from Mivukoni sec. had visited Hampton School-UK. Plans for continuity seems promising. 4. All the local school trusts had their quarterly trust meeting held on April/May and local Trusts progressively demonstrating good application of TAS model on running meetings. 5. Adaptable and innovative teaching methodoly being applied in the seven schools (In process; not fully applied)
Quick facts
1. 2 TAS supported school (Kalumu and Asako) bench marking program inplace partnering with the best schools in their zone for peer learning. 2. Increased children population in TAS supported schools. 3. High student/pupil retention in most TAS supported schools. 4. The concept of student-centered in learning being adopted by government. 5. TAS concept being adopted by other organization (May meeting with DFiD ) DFiD – KWS partnership Program.( needs follow – up). 6. Ministry of education supplementary school feeding program in place in all TAS supported schools. 7. At least Kshs 6 millions used in support of the 7 schools academic improvement program. 8. TAS schools moving toward innovative and more interactive learning. 9. One more school in process of developing partnership with walderslade girls school; UK 10. Parents participation in improving their schools eg. Ikathima Primary school – adopt a tree program. Parents, planting trees all around school compound. 11. Boka /fencing complete 1st phase (1/4 remains)
Ongoing projects
1. Constructions of library using ISSBs at mivukoni secondary school. To costing Kshs 1.8 million. Expected to be complete end August ‘11 ; 2. Water piping from Tana river to usueni girls school. Expected to be complete by end September ‘11 Overall project cost Kshs 1 million (TAS contribution 400,000 1st phase) 3. Completion of science Lab. building at madogo secondary school to be complete by end September ’11. 4. Fencing of Madogo secondary school compound : on going. Completion time not well defined.
Still to come August 2011and beyond . 1. Completion of Kalumu school compound fencing to be completed by end august. 2. Solar installation in Kalumu and Ikathima primary schools. 3. Full application of innovative learning materials (to continue next term) eg. use of TVS, Projectors, Computers, DVDs etc : already funded in two schools; Usueni girls secondary and Kalumu Primary. 5. . Completion of Kathima primary schools classrooms renovation. To be complete by end August 11 2 800,000
Individual school latest Projects funding July 2011
Key. *funds approved by TAS – UK now awaiting formal proposal, proper tendering or project status report for the money to be transferred to local Trust account Kenya (At Chase Bank;Nairobi).
TAS Liaison Officer Operations Time proportioning. About 70% of the officer’s time was spend in the field as in guiding trustees and schools on the best practices in preparation of project proposal and implementation of the funded projects.
Another 15% of the time is spend on trustee secretaries meetings mostly in Nairobi. The remaining time 15% is spend on KWS administrative matters and office matters at Mwingi office and Meru office i.e responding to emails, reports and KWS meetings. Some key achievements during this time period( in relation to the position) · Strategic and focused school project application by relevant schools · At most two visits in each of the seven schools per month. · Upcoming of innovative programs and school academic bench-marking ventures. Something ministry of education is proud of. · Enhanced KWS participation in supporting the TAS programs eg provision of transport to take pupils for bench marking.
Reporting system The main KWS point person is SRN warden Meru park. The support the position adminstratively is done at Meru National park with logistical support executed through Kora National park. Its important to note that the officer’s relationship with KWS administration is not that top-down autocratic administration but more relational. TAS project is taken (perceived) as crucial tool in use to bring good image of KWS to surrounding communities and on the other had enhance conservation ventures The report generated from officer finally finds its way to the Assistant Director KWS – eastern to be included in the main conservation report.
Logistics Transport has been fairly ok, although with a few breakdowns possible due to poor roads. the roads mostly are either marrum or a “forest cut through ways”. so far the funds for maintenance and fuel has been breaking even with KWS top-ups whenever necessary. Communication mostly has been through mobile casting although in most school, completely there is no signal or only scanty signal here and there! communication to trustee secretaries, TAS office and KWS point person is mostly through emails and phoning.
Overall input; experience The concept of TAS model is taking shape with clear indicators of succes and sustainability however more time is required to really arrive to this because of few challenges here and there such:- - low numbers of professionals to take up the lead. - re-current droughts which weakness most of the structures. - adoption rate a little bit slow possibly because of the earlier others NGO project implementation modes which encourages high dependency. - so far KWS has played her role fairly well based on their core mandate to protect wildlife and conserve. - the intervention of TAS is clearly showing positive results especially children drop out in primary school has drastically gone very low or non in some school.
PERSONAL STATMENT So far am happy, impressed and feel privileged to serving the local poor communities through TAS model. The model is unique (am also learning), consumer centered and very interesting to apply. The support of Waterloo Foundation to the position is in no doubt an important requirement and so has contributed significantly to all these positive outcome so far .
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