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AIDE MEMOIRE
KENYA: Primary Education Development Project (PRIEDE), Grant No. P146797
Implementation Support Mission -Mid Term Review
February 27 to March 10 2017
A. INTRODUCTION AND ACKNOWLEDGEMENTS
1. A World Bank team carried out an implementation support mission from February 27 to
March 10 2017 to conduct a Mid Term Review (MTR) of the Kenya Primary Education
Development Project (PRIEDE). Representatives from the Global Partnership for
Education (GPE) and the Education Development Partners Coordination Group (EDPCG)
also participated in the mission. The World Bank Team was led by Ms. Ruth Charo (Senior
Education Specialist and Task Team Leader) and consisted of Dr. Nalin Jena (Senior
Education Specialist), Mr. Tawhid Nawaz (Senior Advisor, Consultant), Mr. Kennedy
Ocheng (Senior Procurement Specialist), Ms. Suzanne Kiamba (Consultant Social
Safeguards), Ms. Diana Sirma (Consultant Environmental safeguards), Dr. Hellen Inyega
(Consultant Early Grade Mathematics), Dr.Titus Wanjala (Consultant, Monitoring and
Evaluation), Mr. Mulubi Asiligwa (Consultant School Improvement and Management),
and Ms. Hope Nanshemeza (Team Assistant). The GPE and EDPCG were represented by
Mr. Fazle Rabbani (Senior Education Specialist) and by Ms. Lilian Gangla (Basic
Education Team Leader, USAID) respectively.
2. The mission held meetings with: (i) Ministry of Education led by Dr. Fred Matiang’i,
Cabinet Secretary and Dr. Belio Kipsang, Principal Secretary for Basic Education; (ii) The
National Treasury led by Mr. Jackson Kinyanjui, Director Resource Mobilization
Department; (iii) County and Sub-County level Education officers (including head teachers
and teachers) in Kisumu, Mombasa, Nakuru and Kitui Counties; and (iv) EDCPG members
including Canadian Cooperation, USAID, DFID, UNICEF, and various NGOs. The list of
persons met is attached as Annex 1. The World Bank deeply appreciates the preparation
and discussions on the project implementation, and the strong commitment by the
Government of Kenya to achieve the project’s development objectives.
Mission Objectives
3. The main purpose of the MTR was to carry out an overall review of the project, and
specifically assess whether the original purpose of the project and its development
objectives still remain valid. The mission reviewed and assessed project implementation
progress based on the key performance and intermediate indicators and project activities
under each component; carried out an in-depth review of the project budget by component;
assessed adequacy of project implementation, monitoring and reporting arrangements;
assessed fiduciary and safeguards aspects of the project; and formulate recommendations
to strengthen achievement of the PDOs and facilitate satisfactory implementation of
project activities within the project period (March 2019).
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Key Project Data
4. The PRIEDE project is funded by a GPE grant amount in the amount of USD 88.4 million.
The Project was approved by the GPE Board on May 18 2015, became effective on July 8,
2015 and will close on March 31, 2019. The project development objective (PDO) of the
project is to improve early grade mathematics competency and strengthen management
systems at school and national levels. The key performance indicators are: (i) improvement
in basic mathematics competency level of Grade 2 student; (ii) number of participating
schools completing top two priorities of school improvement plans; (iii) Education
Management Information System (EMIS) data for primary education published annually
from 2016; and (iv) and National Assessment Systems for Monitoring Learner
Achievement (NASMLA) for Standard 3 students conducted and disseminated in 2015 and
2018. The project has four components: (i) Component 1: Improvement of early grade
mathematics (EGM) competency: (ii) Component 2: Strengthening school management
and accountability: (iii) Component 3: Strengthening capacity for evidence-based policy
development at national level: and (iv) Component 4: Project coordination, communication
monitoring & evaluation.
B. ACHEIVEMENT OF DEVELOPMENT OBJECTIVES AND IMPLEMENTATION
PROGRESS
5. There has been progress towards reaching the PDO, which remains relevant and
achievable. As summarized in table 1 below, there is steady progress towards achievement
of key performance indicators and the main intermediate indicators. Procurement and
distribution of EGM text books to all public primary schools are on target; training of
teachers from all primary schools in new EGM methodologies are progressing well;
classroom observations and teacher support are on target; teacher performance and
appraisal in 4000 pilot schools is on-going; risk based audit of 4000 pilot school and action
plans are underway; preparation of school improvement plans (SIPs) in 4000 pilot schools
have been initiated; and monitoring of learner achievements have been put in place. Project
disbursement has improved of late and is currently at 29%.
Project Oversight and Management
6. The project has received strong commitment from the Government at the highest level. The
Cabinet Secretary and the Principal Secretary have continued to provide close project
oversight through a three-month weekly monitoring table - this will be updated after the
MTR. Recently, the Ministry of Education (MoE) has appointed a Director level staff to
oversee day -to day- operations of the project coordination unit (PCU), facilitate faster
project procurement and funds flow processes at MoE, and ensure that recommended
actions are implemented. The project teams at the County and Sub-County levels have been
instrumental in the implementation and monitoring of the EGM and SIP activities at the
school level. These teams comprise MoE and Teachers Service Commission (TSC) staff.
The MoE, with support from the World Bank, has prepared a detailed MTR report which
is of good quality.
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Table 1: Progress towards the PDO
PDO Indicator Target Achievement Status
Improvement in basic
mathematics competency level of
Grade 2 pupils (Disaggregated by
gender) (Percentage
5% over
baseline
Midline
evaluation
Nov.2017
-Baseline 79% for 50% benchmark.
-4,786,774 EGM textbooks distributed out of
target 6,000,000(books for 2018 cohort under
procurement)
-EGM textbook adapted for visually impaired
learners
-91,645 teachers and head teachers trained in
new EGM methodologies out of a target of
40,000
Number of participating schools
completing top two priorities in
the School Improvement Plans
(SIPs) (Number)
4000 Not yet due
4000 SIP plans developed
-3879 school audited
- SIP grants disbursed for first batch of 1357
schools
EMIS data for primary education
published annually from 2016 Annual
2015 data
published.
2016 data in
process
EMIS restructuring ongoing
National assessment (NASMLA)
for standard 3 students conducted
and disseminated in 2015 and
2018 (Yes/No)
2015 and
2018 Yes
2015 completed and launched at National
level. Follow up dissemination to be
undertaken for County and school levels.
Sector Policy and Reforms-directly related to the Project
7. The Government has initiated curriculum reform - introduction of a Competency Based
Curriculum (CBC) that is responsive to the socio-economic reality of the country, the 2010
Kenya Constitution and to the challenges of Kenya Vision 2030. The Kenya Institute of
Curriculum Development (KICD) launched in January, 2017 a new Basic Education
Curriculum framework and is currently working on the introduction of a new CBC for early
year’s education (two years of pre-primary education and grades one to three of lower
primary education). The proposed CBC presents an opportunity to embed the new EGM
content and methodologies into the new CBC and ensure that it is sustained. The PCU is
working very closely with the KICD to integrate EGM content and methodologies into the
KICD’s CBC for early grade mathematics curriculum.
8. The Government has constituted an inter-agency technical committee to restructure the
National Education Management Information System (EMIS) in three phases. The
Government is aiming at the individual learner- a significant change in focus from the
school as the client/customer to the learner as the principal target including in the allocation
of resources. Phase 1, allocation of student registration numbers and school codes and
tracking is planned to be completed in May 2017. The other two phases are EMIS product
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realization, and scaling and operationalization. The project’s support to strengthening
EMIS is aligned to these phases.
Partners and Coordinating Mechanisms
9. The Education Development Partners Coordination Group (EDPCG) is frequently engaged
on the status of project implementation through its monthly meetings. The MoE discussed
with the EDCPG the MTR process, project status, key findings and recommendations. No
reservations were expressed or noted from the EDCPG on the project progress and
proposed changes. The project’s EGM activities are now aligned (to the extent possible)
with the Tusome project, which supports Early Grade Reading (EGR) and is financed by
USAID and DFID. The County Project Coordinators work closely with the Tusome
Regional Education Programme Officers to manage the two projects at the County level.
For example, Curriculum support officers (CSOs) conduct joint classroom observations for
the two programs; workshops for teacher training are jointly conducted; and teacher
training reimbursements are now harmonized. The MoE MTR report was shared with the
EDCPG.
A. C. RESULTS PROGRESS
Project Development Objective (PDO)
10. The PDO is to: (i) improve early grade mathematics competency; and (ii) strengthen
management systems at school and national levels. Based on an assessment of the key
performance indicators presented below, it is expected that the PDO will be fully achieved
by project completion The PDO remains relevant. It is aligned to the current National
Education Sector Plan (NESP), which aims to strengthen quality of basic education. The
PDO is also relevant to the ongoing curriculum reforms - competency based curriculum
(CBC). The second PDO, strengthening management at school and national levels, is
relevant and is aligned to ongoing Education reforms such as strengthening of quality
assurance and standards mechanisms at the school level, and revamping of National EMIS.
Key performance indicators
11. The PDO is measured by four key performance indicators (KPIs):
a) The first KPI, improvement in basic mathematics competency level of Grade 2 student,
is likely to be achieved. A review of the valid classroom observations indicate a good
uptake of the new EGM methodologies in classroom practice by the grade 1 and 2
teachers. Also, the EGM textbook to student ratio is 1:1. The textbook is in form of a
pupils’ work book and includes relevant operations for learners to practice new
concepts and strategies. This improvement in instructional strategies on mathematics
will impact positively on mathematics competencies among the learners. A baseline for
this indicator was established in December 2016. It showed that 79 percent of grade 2
learners could complete 5 of the 10 grade 2 level mathematical operations. This
indicator will be measured again in November this year. The MTR recommends that
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the project maintain the current indicator target of 5 percent improvement over the
baseline as well as the 50 percent benchmark1. The measure of basic mathematics
competency focuses on subtraction fluency2. Both the EGM baseline study and the
NASMLA study, reveal that majority of the early grade learners (over 80 percent) have
only attained Levels 13 and 24 competencies in numeracy, and less than 20 percent have
attained Levels 3 and 4 numeracy competencies. The MTR considered options to
increase this target and also considered a composite index (not only subtraction).
Taking into account the competency levels, the fact that the new EGM methodologies
were recently introduced (2016), and the need for the pupils to ‘master’ the subtraction
operation among other basic operations, the MTR concluded that the 5 percent indicator
target, and its measurement based on the ‘subtraction’ operation should remain the
project’s PDO.
b) The second KPI, number of participating schools completing top two priorities of
school improvement plans (SIPs), is on track. This KPI is important for achievement
of PDO 2- strengthening school systems. SIPs were developed for the 4000 target
schools. The SIPs capture the overall school development priorities for support through
capitation grants and other sources. MoE is therefore carrying out due diligence on the
SIPs to ensure that activities (priorities) earmarked to be financed by the project’s grant
are eligible. The grants will therefore be disbursed on a rolling basis. The process for
developing the SIPs, and implementation of top two priorities may not necessarily lead
to satisfactory achievement of PDO 2- strengthened school systems. To strengthen
achievement of this PDO, the MTR established a direct link between this KPI and the
intermediate indicator on the ‘number of participating schools being audited’. About
40 percent of the 3,879 schools audited did not comply with the Government’s
fiduciary requirements for the capitation grants. The requirements include FM,
Procurement and specific school management aspects. The MTR recommended that
MoE categorizes the audited schools into three categories: (i) Category 1 red schools-
below 40 percent threshold in compliance; (ii) Category 2 amber schools-below 70
percent threshold in compliance; and (iii) Category 3 green schools - above 70 percent
threshold in compliance. This exercise will be concluded and categories adopted by
March 31, 2017. Category 1 red schools, will not immediately receive the first tranche
of the SIP grant of US$ 3,000. These schools will be supported to ensure that the critical
fiduciary requirements are first in place before the SIP grant is disbursed. These schools
will receive the grant on a rolling basis - as a school meets the minimal fiduciary
requirements and changes status (category). Schools currently under categories 2 and
3 will receive the first tranche of the grant but the second grant will be disbursed based
on at least 90% compliance with the Government fiduciary requirements and utilization
of the first tranche as required. This approach will also facilitate improved monitoring
of the EGM textbooks at the school level-through textbooks ledgers. Almost all schools
1 Baseline is 79%. This percentage represents the number of class 2 learners obtaining 50% benchmark in the subtraction mathematical operation
(scored at least half, 50%, of subtraction questions out of a maximum score was 10 points). 2 Subtraction fluency is moderately correlated with other mathematical subtasks, implying that pupils who can solve subtraction sums at levels 1
and 2, could also perform the other subtasks at almost the same level. For example, number patterns and number identification requires the learner
to understand basic number operations which include substation. Also, a basic definition of division is repeated subtraction. 3 Ability to apply single step addition or subtraction operations and counts in whole numbers. 4 Ability to apply a two-step addition or subtraction operation involving carrying over and borrowing; carry out simple multiplication operations
involving multiples of 10; recognizes simple fractions; divides whole numbers; and identify lines and patterns.
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have prioritized procurement of teaching and learning aids in the SIPs. Schools have
also been guided to prioritize procurement of mathematics teaching aids to further
strengthen achievement of PDO 1 and linkage of components 1 and 2.
c) The third KPI, Education Management Information System (EMIS) data for primary
education published annually from 2016, is on track. This KPI is crucial for
achievement of PDO 2- strengthening national systems. However, publication of the
data without a due process to ensure data credibility may not necessary lead to a
strengthened national system (for this KPI). Credibility of the current EMIS data
remains a concern. The data required at least a 10 percent independent verification, and
accountability mechanisms established for the education officials submitting this data.
The project is providing technical and financial support to Government’s efforts to
revamp the National EMIS system with a focus on the individual learner as the
principal target including in the allocation of resources (capitation grants). As described
in paragraph 11, the revamp process will also introduce transparency and accountability
mechanisms and sanctions for education officials submitting the data. An EMIS policy
is being developed to legally entrench this EMIS process in the education system.
d) The fourth KPI, National Assessment Systems for Monitoring Learner Achievement
(NASMLA) for Standard 3 students conducted and disseminated in 2015 and 2018, is
on track. The 2015 NASMLA was conducted and disseminated at the National level.
The study, conducted by Kenya National Examinations Council (KNEC), revealed key
findings on learning achievements, status of the county level education functions, and
school learning environments. A granular analysis of the study’s data, alongside that of
the EGM baseline study, the fourth study of the Southern Africa Consortium for
Monitoring Educational Quality (SACMEQ IV), and EGM classroom observations,
will be undertaken to draw policy and strategy recommendations on quality of
education thereby strengthening achievement of PDO 2-strengthening national
systems. The analysis will inform review of the NESP (to be supported by the project)
and preparation of the medium term plan III.
Intermediate Indicators
12. The project has 13 Intermediate Results Indicators (IRIs), which overall are on track as
shown in detail on Annex 2. The indicators remain relevant to achievements of the KPIs
and the PDO. Of the 13 IRIs, three have been achieved while seven are on track as per the
annual targets (Annex 3). Two IRI, preparation of the SIPs and school audits, delayed in
taking off but are now on track. The annual and cumulative target for one IRI, Number of
classroom observations conducted, needs to be revised. The 100,000 annual target is not
feasible. The assumption for this target was that there are adequate curriculum support
officers (CSOs) to undertake classroom observations in each school for each of the three
school terms. The staffing norms require that each sub-county has only one CSO. A sub-
county has approximately 80 schools, with wide variations. Some sub counties have up to
240 schools while others have less than 30 schools. On average, a CSO can only visit the
same school twice in a year assuming that the relevant facilitation, such as a vehicle or
transport allowance is availed. Taking these realities into account, and the trends in
classroom observations for the sister program Tusome, approximately 30,000 annual
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classroom observations are practical under the project. However, the project will also train
existing and newly recruited quality assurance and standards officers at the sub-county
level to support classroom observations. The revised target is therefore proposed as 40,000
classroom observations annually.
Project ratings
13. Progress towards achievement of the PDO and Overall project implementation (IP) is
maintained at ‘moderately satisfactory’ by this mission. However, ratings for Component
1, early grade mathematics and Component 2, strengthening school management, has
improved as shown in Table 2 below. The following actions are required to be undertaken
by MoE to facilitate an upgrade of the PDO and IP ratings to ‘satisfactory’ at the next
mission planned for September 2017. This is assuming that the fiduciary and safeguards
aspects remain satisfactory. The actions required are:
a) The contract for procurement of EGM text books for the 2018 cohort is
signed.
b) First tranche of the school improvement grant is disbursed to at least
80percent of the target schools, taking into account the school audit
categorizations.
c) Phase 1 of the National EMIS revamping is completed and Phase II initiated.
Table 2: Project Ratings
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C. PROGRESS BY COMPONENT
14. Component 1: Improvement of early grade mathematics competencies
(US$34.5million)
a) Activities. Component 1 mainly covers: improving Standard 1 and 2 teacher
competencies for developing early grade numeracy, providing early grade
mathematics instructional materials, enhancing EGM teacher pedagogical
supervision, sensitizing pre-service teacher training college (PTTCs) leadership and
educators to innovative practices in early grade mathematics, Early Grade
Mathematics management and coordination at the national and county levels.
Component I will benefit at least six (6) million pupils in grade 1 and 2 and forty
thousand (40,000) teachers in all Public Primary schools.
b) Progress to date. A MTR technical brief for the EGM component is attached
separately in Annex 4. MoE has distributed 4,786,774 EGM text books and teachers’
guides for grade 1 and 2, against a target of 6,000,000. The County education teams
have redistributed the textbooks as required- the number of textbooks distributed to
each school was based on the 2013/2014 enrollment data. MoE has initiated
Procurement of EGM text books for the 2018 cohort. About 91,645 (53,769 Female,
37,876 Male) head teachers and teachers were trained and EGM methodologies. As
at the end of Term III 2016, about 1400 classroom observations were undertaken and
uploaded on the Tusome program cloud platform (bit.ly/2kY1ZmT), out of which
938 were valid. In addition 3,625 lesson observations have been undertaken in
January to March 2017. Observations for Term I 2017 are still ongoing and analysis
of the valid observations will be undertaken. Principals from 26 PTTC colleges were
sensitized on EGM methodologies. In addition, 46 PTTC tutors were trained as EGM
Master Trainers in December 2016. School observations during the MTR were
consistent with these results-all schools visited received textbooks and teachers
guides. Teachers also reported that they attended EGM trainings and found them
useful. A mini-EGM sample test was conducted during the school visits which
showed results consistent with the baseline. Girls, in general outperformed boys and
more students performed additions better than subtractions. The Curriculum Support
Officers (CSOs) pointed out a technical glitch with the EGM tool uploaded on the
tablet -this is being sorted out with support by the Tusome program. The scope and
sequencing of the EGM lesson plan needs to be reviewed during the on-going KICD
curriculum reform process-more than one concept is introduced in one lesson leaving
little time for the teacher to support learners and for practice.
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c) Component 1 recommendations and timelines.
Key Recommendations Timelines
1. MoE to validate classroom observations undertaken in Term 1
2017
April 30 2017
2. KNEC to undertake analysis of classroom observations and
draw recommendations to improve classroom practice and
subsequent EGM teacher trainings
June 30 2017
3. Launch procurements of EGM textbook for 2018 cohort and
EGM supplementary materials
April 15 2017
4. Undertake an evaluation of the quality of EGM trainings December 2017
15. Component 2: Strengthening school management and accountability
(US$38.8million).
a) Activities. Project activities under this component are: Kenya Certificate of Primary
Education (KCPE) analysis and feedback to 4000 target schools, teacher appraisal,
school improvement program & school grants, and strengthening of school audit.
This component involves a pilot to improve school performance in 4000 low
performing schools (schools whose KCPE scores in 2012 and 2013 were below the
average of 243 for public primary schools). These schools are mainly in the Arid and
Semi-Arid Lands (ASAL) counties.
b) Progress to date. Physical implementation of this component has improved since the
last mission. The 4000 target schools have prepared School Improvement Plan (SIPs)
out of which 2052 have been submitted to the PCU after approval by the respective
County technical Teams. MoE has recently disbursed USD 4.07 million to 1357
schools. However, utilization of these funds is formally on ‘hold’ due to the findings
of the school based risk audit in 3879 of the target 4,000 schools. The audit revealed
that at least 40 percent of the SIP target schools were not in compliance with basic
school level fiduciary requirements by the Government. This necessitated a
categorization of the 4000 schools into three categories as described in detail under
paragraph 12, b. The County Education Director will sign off on the verification of
implemented activities and bank statements reconciliations. The county project
coordinator will be responsible for follow up with the schools. MoE/PCU will play
an oversight role in this process and conduct due diligence on a sample of Sub-
Counties. The Directorate of school audit, in collaboration with officers from the
National treasury, has prepared training manuals to facilitate capacity building of
school auditors and head teachers on financial management and accountability. The
schools categorized as ‘red’, will be first targeted for this training and supported at
the school level to strengthen the required fiduciary aspects. School specific KCPE
analysis reports for the 4000 pilot schools were prepared and uploaded on KNEC
website (www.knec.ac.ke). Hard copies of the reports were also availed to the
schools. KCPE performance is to a great extent a reflection of curriculum coverage
and therefore this analysis reveal pupil knowledge level, their misconceptions and
misunderstanding. The KCPE analysis should therefore not only be used to inform
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the SIP priorities but also for overall school planning, and focused support to teaching
and learning. KNEC will conduct follow up discussions at County and school level
on the utilization of these reports. Following trainings in the Teacher Performance
Appraisal and Development (TPAD) tool, 15,356 teachers out of the targeted 6000
have been appraised. The TPAD system is largely manual making analysis tedious
and prone to errors. The project will support review and automation of the TPAD to
facilitate timely feedback and analysis.
c) Component 2 recommendations and timelines.
Key recommendations Timeline
1. Finalise categorization of schools based on the audit
findings
March 31 2017
2. Conduct trainings and site support for Category one ‘red’
schools (see paragraph 12, b)
May 30 2017
3 Formulate a detailed and costed plan for project activities
under the Directorate of school audit
March 31 2017
4. Disburse first tranche to SIP grant to at least 80% of the
target schools
June 30 2017
5. Procure a firm to support automation of the TPAD
system and service support for the first year
July 30 2017
16. Component 3: Strengthening capacity for evidence-based policy development
at national level (US$10.8million).
a) Activities: Strengthening data/education management information system (EMIS),
monitoring of learning achievement and evidence based policy development.
b) Progress to date. MoE is revamping the current EMIS organization. An
EMIS roadmap will be implemented in three phases as described in detail under
paragraphs 9 and 12, c. MoE has completed the procurement process to undertake
studies to inform teacher deployment and utilization, and alternatives for education
provisions in the ASAL and among vulnerable populations. The studies will be
undertaken within the remaining project period. The fourth study of the Southern
Africa Consortium for Monitoring Educational Quality (SACMEQ IV) was finalized
and validated. The project was to support review and consolidation of existing quality
assurance and standards tools. However, upon review, these tools are largely
irrelevant and not responsive to critical quality aspects of education at the County
and school levels. In addition, the Government is recruiting about 1500 quality
assurance officers to strengthen quality assurance at the school level. The project will
therefore support formulation of a new national quality assurance and standards
framework, tools and a costed implementation plan.
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c) Component 3 recommendations and timelines.
Key recommendations Timeline
1. Constitute technical committees at TSC and MoE to oversee
timely execution of the studies highlighted above
March 30 2017
2. KNEC to undertake granular analysis of the NASMLA and
SACMEQ IV studies, draw policy recommendations and
disseminate these at the County and schools levels. This
dissemination will also include a further discussion on the
utilization of KCPE school specific reports
October 30 2017
4. Finalise Terms of Reference(ToRs) and advertise for a firm to
undertake formulation of the quality assurance and standards
framework , tools and implementation plan
April 20 2017
5 Finalize ToRs and advertise for a firm to undertake a public
expenditure review of capitation grants in 10 counties
April 20 2017
17. Component 4: Project coordination, communication monitoring & evaluation
(US$4.3 million).
a) Activities. Project activities here include establishment of the Project Coordination
Unit (PCU), establishment of County level project coordination teams, development
of a comprehensive communication strategy and its implementation, on-the job
training for implementing agencies to conduct results-based monitoring and
evaluation, and conduct studies and evaluations.
b) Progress to date.
Project Management. Project coordination and management is satisfactory, as
detailed under paragraph 6 of this aide memoire. The introduction of a Director level
position has streamlined reporting and accountability by the PCU coordinator and
components leads and their deputies, and enabled day-to-day project oversight by MoE
management. A chief accountant is now deployed to the PCU in addition to the project
accountants. MoE has continued to convene quarterly project steering committee (PSC)
as required. The PSC reviews the project’s annual work plan and budget and monitors
implementation of key project activities. The project has implemented specific project
recommendations agreed upon in July and September 2016 and January 2017 as shown
in Annex 5. The County level project teams have undergone various trainings including
FM; safeguards; EGM and SIP processes; and monitoring and evaluation. These teams
have contributed immensely to the current project achievements under EGM and SIP.
Following the recent FM hands on training, it is expected that preparation of County
project returns will be conducted on a timely basis and satisfactorily-delays and
incomplete returns has impacted substantially on the project’s cash flow.
Project Communication. Project communication has not been as rigorous as expected
- a communication firm was to be procured to support MoE. However, MoE has
continued to update the GPE webpage on MoE website; formulate and disseminate the
quarterly GPE newsletter; and public disclosure of funds disbursed to Counties. It is
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expected that MoE will also publicly disclosure grants disbursed to schools, and also
upload to the MoE GPE webpage categorization of the SIP school as per the audit
finding.
Project Monitoring and Evaluation (M&E). MoE has demonstrated significant
progress in the collection and analysis of project data-the attached results framework
in Annex 3 is up to date. The project has begun to generate substantial data and
information under each component. For example, NASMLA, EGM and SAQMEQ IV
studies are now complete. A lot of data was collected during these studies. Also,
curriculum support officers are submitting large data for classroom observations. The
KCPE School specific and KCPE general reports are also in place. It is a priority for
MoE to facilitate analysis, consolidation and utilization of these data and information
to inform review of the NESP and preparation of the MTP III. The revamping of EMIS
is expected to smoothen data collection, management and utilization in future.
a) Component 4 recommendations and timelines.
Key recommendations Timeline
1. Public disclosure of project funds disbursed to Counties and
school grants with reference to categorization.
April 30 2017
2. Prepare an action plan for the next six months and a weekly
monitoring table for April to June 2017
April 30 2017
3. Finalise procurement of a professional M&E staff at the PCU April 30 2017
4. Upload Categorization of SIP schools based on audit findings on
the MoE GPE webpage, and alert County Education Teams and
target schools on the project’s ‘whatapp’ group
March 31 2017
5. KNEC(National Assessment Centre) to undertake analysis and
consolidation of data and information generated from the project,
draw policy recommendations and take lead in the dissemination
of of the findings and recommendations at National, County and
school levels.
October 2017
D. FIDUCIARY AND SAFEGUARDS
18. Financial Management (FM). The FM review conducted during the MTR noted that, the
approved project budget in the supplementary is way below what the project will require.
The MoE needs to request the National Treasury for additional budget using realistic
projections from the project for up to 30 June 2017. Concerning Cash flow management,
there is evidence that funds are not available in amounts and at the time required which can
hamper implementation. The PCU together with the accountant need to establish the
amount required, and using the lead times of getting funds to the Ksh project account,
establish whether designated account A ceiling needs to be raised and by how much. MoE
needs to address the Adverse Audit Opinion and respond to the World Bank audit review
letter by March 31 2017. The project’s unaudited interim financial reports (IFRs) are
improving but MoE needs to ensure that the subsequent IFRs have all the bank statements
and breakdown of figures as required. The project accountant has been trained severally
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and now knows what is expected. IFRs need to be submitted 45 days after the quarter (this
is adequate time to compile a complete report.) The School Audits revealed substantial
issues cutting across FM, Procurement and general school management. The school audit
directorate is expected to support the schools to address the issues during project
implementation. The MoE is required to give a status, by April 15 2017, of the FM
recommendations issued in January 2017, following a review of project funds disbursed to
the Counties in quarter 1 ( Q1).
19. Procurement. Concerning procurement, the mission reviewed and discussed:
implementation of procurement activities; the Procurement Plan; emerging fiduciary
issues; and project implementation bottlenecks. The mission also conducted a procurement
post review of activities undertaken during FY 2014/15, and a Post procurement review for
the period financial year (FY) 2015/16 planned to for April to June 2017. The reviews
revealed that although there has been good progress in the implementation of the
Procurement Plan, some activities earmarked to be undertaken earlier in this FY have
experienced significant delays due to insufficient planning, incomplete bidding documents,
and challenges related to administrative approvals. The MTR noted that simple
procurement processes take more than 2-3 times the required lead-time. Some of the
procurement activities completed with significant delays, resulted to very high contracts
prices than the estimates in the Procurement Plan and overall efficiency of project
implementation. This was due to insufficient upfront market survey and inappropriate
contract packaging. The mission emphasized the importance of market research and survey
in order to obtain insights into the prevailing market conditions and dynamics for better
planning and budgeting. The main delayed activities include: payment processing of the
EGM text book supplier for batch two books; procurement of School Tablets; procurement
of the PCU and County project teams Equipment. These activities need to be concluded
by April 30 2017.
20. The Project is now migrated to Systematic Exchanges of Procurement (STEP) platform.
The project procurement Staff were on the use of the new system. All Procurement
activities, both prior and Post, are required to implement through the new system. The
project is now using the system although with challenges which is casing significant delays
in project implementation. The Bank will continue to provide hands on support to ensure a
smooth transition. The procurement post review revealed that there is need for MoE to
improve on procurement processes, particularly procurement planning and monitoring, so
as to minimize delays experienced in the implementation of the Procurement Plan over the
review period. The review further noted that the use of Government procurement
thresholds for Shopping differ from what was agreed in the Financing Agreement as
stipulated in the Procurement Plan. The mission advised the MoE to adhere to agreed
thresholds as stipulated in the Procurement Plan and as guided by the World Bank
procurement rules and procedures.
21. Safeguards. Most of the schools have Boards of Management (BOM) who actively
participated in the preparation of the School Improvement Plans (SIPs) and are prepared to
oversee implementation of the activities. MoE needs to build capacity for the BoMs on
fiduciary matters and stakeholder engagement. MoE prepared a Terms of Reference for the
14
Consultancy to support a Vulnerable Marginalized Group Plans (VMGP) which was
cleared. However, at MTR it was recommended that MoE prepares the VMGP with
guidance from the World Bank’s safeguards team. The project has an elaborate Grievances
Redress Mechanism (GRM) in place- grievance registers are in place at the National,
County and School levels. However, there is need to continuously sensitize beneficiaries
and stakeholders on the existence of GRM. It was noted during the MTR mission that
most stakeholders were aware of the project, and were involved in the project at the
County and School levels. This had been enhanced through project information brochures
that have been distributed to almost all schools, stakeholder sensitization meetings and the
quarterly GPE Newsletters. However, there is need for enhanced public / stakeholder
participation in school development. The County education teams were trained on
safeguards including gender aspects. Some of the schools benefitting from the school grant
will undertake minor rehabilitations which do not warrant a full Environmental Social
Impact Assessment (ESIA). The rehabilitations identified should be screened to determine
the potential environment and social risks which needs to be mitigated.
Table 2: Safeguards key recommendations
Activities Timelines
1 Preparation and disclosure of VMGP June 30 2017
2 Build capacity of BoM on stakeholder Engagement (combine with the planned training of BoMs on fiduciary matters)
June 30, 2017
3 Sensitize stakeholders on existing GRM and social accountability in appropriate public forums
On –going
4 Implementation of VMGP March 30 2019
5 Prepare environmental and social checklist for the rehabilitation activities
April 30 2017
6 Screen identified rehabilitation activities against Environment and Social risks
Before Sub-projects implementation
E. PROPOSED MTR ADJUSTMENT/CHANGES
Reallocation of funds, project costs and savings
22. The proposed changes agreed during the MTR mission reflect areas where implementation
is progressing satisfactorily and where enhanced effort need to be made to strengthen the
achievement of the PDO, and also strengthen linkage across the components. The proposed
changes do not affect the overall allocation of the four components but some readjustments
within the sub-components of each component are proposed based on savings and
reallocation, especially component 1 and 3. The changes will not require either Level 1 or
2 amendments as they are within the parameters set out in the Financing Agreement,
Section IV. The attached Table on Annex 3 shows component/subcomponent costs at
appraisal, expenditures incurred so far in project implementation, expenditures that are
projected to be incurred till project closing, readjustment of savings within components
and sub-components and specific areas where scale-up activities are proposed.
15
Proposed Adjustment/Changes
23. For component 1, as shown on the table in Annex 4, the main two areas of saving are in i)
procurement of EGM textbooks due to lower costs of the text books; and i) lower cost of
coordination as specific EGM activities have in-built funds for coordination and
availability of Government counterpart funding for these activities. Some savings are also
available in pre-service training because curriculum reform has left out some areas of pre-
service training. Although unit cost of pedagogical training has increased, the supervision
effort for this subcomponent has been reduced. These savings are being applied to scale up
teacher competencies in EGM methodologies as shown in Annex 3. Specifically, there are
two areas proposed for scaling up in component 1: i) undertake evaluation of quality of
EGM training; and ii) and train class 3 teachers in EGM methodologies-class 3 teachers
will move back to class 1 in 2018.
24. For component 2, the main areas of savings are in TPAD and SIP components which are
also the areas being proposed for scale-up with additional activities. Specifically, there are
four areas proposed for scaling up: i) strengthen TPAD on-line system-the current system
is manual; ii) undertake in-depth evaluation of the TPAD process and tool; iii) revision of
the TPAD tools based on evaluation; and iv) undertake school based support to strengthen
fiduciary aspects for the Category 1 and 2 schools under the SIP sub-component.
25. For component 3, the main areas of savings are in EMIS, monitoring learning achievement
and policy studies and they are being applied to scale up additional activities for monitoring
and learning achievements. Specifically, the three areas proposed for scaling up include: i)
conduct NASMLA for class 7 and Form 1 to inform review of the National Education
Sector Plan (NESP) and Mid Term Plan III (MTP); ii) conduct county and school level
policy dialogue based on the class 3 NASMLA, EGM baseline study, classroom
observations and SAQMQ IV; and iii) the development of a National Quality assurance
and standards framework, tools and implementation plan.
26. For Component 4 is not expected at this time to have any savings or reallocations.
F. AGREED UPON ACTIONS AND NEXT STEPS
The recommendations and timelines outlined in the above sections constitute the agreed upon
actions and timelines. The next mission is planned for September, 2017.
16
Annex 1: List of Persons met (attached separately)
Annex 2: Updated Results Framework (attached separately)
Annex 3: Project Costs, Savings and Proposed MTR Adjustment and EGM Component Technical Brief
Annex 4: Status of the July, September and December 2016; and January 2017 mission’s recommendations, (attached
separately)
Component/ Sub-component
Allocation per Component as
in the PAD (US$)
Allocation Per Component/Sub-Component (US$)
Expenditure on
implemented activities (US$)
Total Projected Expenditure on
implemented and planned
activities (US$)
Projected Cost of up-
scaling activities
Projected Variance/ savings or
deficits (U$)
Component 1: Early Grade Mathematics
34,500,000 34,500,000 11,271,788.50 31,130,441 4,161,450 -791,909
Sub-Component 1.1: T/Materials
12,530,029 4,395,985.00 8,026,485 4,503,544
Sub-Component 1.2: Teacher Competencies
13,815,602 6,234,313.50 20,484,449 4,161,450 -10,830.30
Sub-Component 1.3: Pedagogical Supervision
2,166,987 140,000.00 1,839,415 327,572
Sub-Component 1.4: Pre-Service
86,708 14,940.00 29,880 56,810
Sub-Component 1.5: Coordination
5,900,674 486,550.00 750,212 5,150,462
17
Component 2: Management and Accountability
38,800,000 38,800,000 6,252,962 36,691,280 2,108,720 0
Sub-Component 2.1: KCPE Analysis
358,998 222,400 358998
Sub-Component 2.2: TPAD
4,877,665 498,707.15 4,103,898.27 814,707.91 -
Sub-Component 2.3: SIP
30,000,000 5,432,308 28,914,851 1,085,149 -
Sub-Component 2.4: Schools Audit
3,563,337 40,384 3,563,337
Component 3: Evidence-Based Policy Development
10,800,000 10,800,000 48,674
7,847,123
791,909
Sub-Component 3.1: EMIS
4,199,379 - 3,761,151
- 438,228
Sub-Component 3.2: monitoring learning achievement
1,921,386 48,674 1,060,016 2,100,032 800,434
Sub-Component 3.3: Policy Studies
4,679,235 - 3,025,956 1,653,279
Component 4: Coordination, Communication & M&E
4,300,000 4,300,000 922,921 4,300,000
TOTALS 88,400,000 88,400,000 14,144,140 82,599,368 5,800,632 0
18
GPE-PRIEDED Wrap –Up with National Treasury
S/N Name Designation Organization
1. Jackson Kinyanjui Director, External Resources Mobilization
Department
National Treasury
2. Kennedy Nyachiro Head, World Bank Desk National Treasury
3. Lynnett Vitisa Disbursement National Treasury
4. Ruth Charo Senior Education Specialist World Bank
5. Nalin Jena Senior Education Specialist World Bank
6. Josephine Kamau Senior Financial Management Specialist World Bank
7. Peter Isabirye Senior Operations Specialist World Bank
8. Kenneth Ochieng Procurement Officer World Bank
9. Hope Nanshemeza Team Assistant World Bank
GPE-PRIEDED Wrap –Up with Ministry of Education
S/N NAME INSTITUTION /ORGANIZATION EMAIL ADDRESS
1. Fred Matiangi Ministry of Education [email protected]
2. Belio Kipsang Ministry of Education [email protected]
3. Janet Mucheru Ministry of Education [email protected]
4. Andrew Nyanchaga Ministry of Education [email protected]
5. Darius Oluntu Ministry of Education [email protected]
6. John Temba Ministry of Education [email protected]
7. Benn Khadiagara Ministry of Education [email protected]
8. Mercy Karogo Kenya National Examination Council [email protected]
9. Freddrick Hagar Ministry of Education [email protected]
10. Joseph Mathenge CEMASTEA [email protected]
11. Elays Abdi Ministry of Education [email protected]
12. Kennedy Butire Ministry of Education [email protected]
13. Lumbasi Wanikina Ministry of Education [email protected]
14. Josephine Ondeki Ministry of Education [email protected]
15. Catherine Cheboino Ministry of Education [email protected]
16. Rosemary Njagi TUSOME [email protected]
17. Juma Mwangi Ministry of Education [email protected]
18. Peter Gachathi Ministry of Education [email protected]
19. Ateng Ogwel CEMASTEA [email protected]
20. Esther Mathenge Teachers Service Commission [email protected]
21. Hellen Bonetto Ministry of Education [email protected]
22. Owanga Sebastian Ministry of Education [email protected]
23. Assumpta Matei Kenya Examinations Council [email protected]
24. Jane Munga Ministry of Education [email protected]
25. Martha Ekirapa Ministry of Education [email protected]
26. Ruth Cyaro World Bank [email protected]
27. Twahid Nawaz World Bank [email protected]
28. Fazle Rabbani World Bank [email protected]
29. Hope Nanshemeza World Bank [email protected]
30. Ocheng Kenneth World Bank [email protected]
31. Peter Isabirye World Bank [email protected]
32. Nalin Jena World Bank [email protected]
Meeting with Education Development Partners Coordination Group-EDPCG
S/N NAME INSTITUTION EMAIL
1. Tawhi Nawaz World Bank [email protected] 2. Fazle Rabbani GPE [email protected]
3. Wick Powers USAID [email protected] 4. Martha Ekirapa MOE [email protected] 5. Jane Munga MOE [email protected] 6. Mary Mugo Build Africa [email protected] 7. Masa Shibata Embassy of Japan [email protected] 8. Ruth Musili WFP [email protected]
9. Caroline Ruoro Plan [email protected] 10. Nancy Akeyo We World [email protected] 11. Lillian Gangla USAID [email protected] 12. Samuel K. Kibe JICA [email protected] 13. Matoe Nakakima JICA [email protected] 14. Daniel Muraya Aga Khan Foundation [email protected]
15. Lumbasi Wakirina MOE [email protected] 16. Owanga Sebastian MOE [email protected] 17. Peter K. Gachathi MOE [email protected] 18. Charisse Tillman WFP [email protected] 19. Anne Waichinga WVK [email protected] 20. Suzanne Kiamba World Bank [email protected]
21. Nalin Jena World Bank [email protected] 22. Onweta Sandilya UNICEF [email protected] 23. Jane Kamau UNESCO [email protected] 24. Mulubi Asiligwa World Bank [email protected] 25. Titus Wanjala World Bank [email protected]
COUNTIES VISITED – MOMBASA COUNTY
S/N NAME DESIGNATION PRIMARY SCHOOL
1. Miriam Kazungu Deputy Chair (BOM) Umoja Primary
2. Mary Kimazi Deputy Head Teacher Umoja Primary
3. Josephine Nzilani
Parents Teachers Association Mwangala Primary
4. Moses Makau SCQASO DEO's Office Kisauni
5. David M. Nyambu BOM Mwangala Primary
6. Salim M. Bernard SCEO Ministry of Education - Likoni 7. Mwasaru Mwasaengwa SCDE MOE - Changamwe
8. Ali Abdallah Head Teacher Mikindani Primary 9. Saumu Mumbo CSO TSC - Kengeleni 10.
Catherine Wambua CSO TSC - Mikindani
11. Helen Arunga SCQASO MOE - Changamwe 12. Sammy K. Masau CSA CDE's Office - Mombasa
13. Marieta Mwaluko
EARC Assessor EARC - Changamwe
14. Gerald T. Ngombo TSC SCD - Changamwe/Kisauni 15. Nichodemus Mbuluku TSC SCD TSC SCHRO - Likoni 16. David Wangio Nyali SCHRO SCDE - Jomvu
17. Ibrahim A. Abdi SCDE CSO - Likoni 18. Changoma M. Kuwaniah CSO TSC CHRO - Mombasa 19. Philip Tunje CHRO MOE - Mombasa 20. Furaha A. Sebbeh CPC - Mombasa CSO - Mbaraki 21. Hafish Muhsin CSO The National Treasury 22. Michael C. Mukanzi Senior Accountant MOE - (EARC)
23. Bwanaidi Umuru Co-ordinator MOE (Nyali) 24. Stephen Abere SCDE MOE (Likoni) 25. Newton Okwatsa SCDE P.A. Inspiration (Likoni) 26. Yusuf Shuguli PA Chair MOE - Changamwe
27. Maimuna Ahmed Omar SCDE TSC Msa County 28. Cynthia Kiraithe SHRO TSC - CSO
29. Zainabu Ali CSO TSC - Majengo
30. Mary Baya CSO TSC - Tononoka Zone 31. Mishi Ali CSO Bamburi 32. Mwachia Evans Head Teacher W/B primary school (Jomvu)
33. Geoffrey Ogutu BOM KEPSHA - Mombasa County
34. Fuad Ali Chairman KEPSHA - Mombasa District
35. Alamin S. Takdir Chairman CSO - TSC Chaani 36. Mwanaisha A. Karim CSO SCHRI TSC Changamwe
COUNTY COMMISSIONERS OFFICE, KISUMU
S/N NAME AFFILIATION / ORGANIZATION ORGANIZATION
1 ADOW M. BARDAD TSC - CD KISUMU
2 CHARLES A. OBENG TSC – CSO – REP KISUMU
COUNTY
3 ESTHER KINYANJUI MOE – HQS TUSOME
4 FAZE RABBANI G.P. E
5 KIPSANG LAGATT KISE
6 LEAH ROTICH MOE - DG
7 LEE OMANJE NATIONAL TREASURY
8 LILIAN NGANGLA USAID - GDY
9 M.A MAALIM COUNTY COMMISSIONER / MERIOR
10 MARTHA EKIRAPA MOE – HQS NATIONAL PRIEDE
PROJECT COORDINATOR
11 MERCY KOROGO KNEC
12 MILDREN LANG’O RTI INTERNATIONAL - TUSOME KISUMU
COUNTY
13 NALIN JENA WORLD BANK
14 NYANKIRA ORINA MOE - CPC
15 OMUNGA JULIUS ELIMU YETU COALITION
16 OWANGA SEBASTIAN MOE – HQS
17 RICHARD CHEPKAWAI RCE NYANZA
18 SABINA ARONI CDE – CTC CHAIR
19 SALOME ONGELE RTI INTERNATIONAL - TUSOME
20 TERESA JULIE SONGWA CQACD KISUMU
COUNTY
MTR MEETING HELD AT AGRICULTURAL TRAINING CENTRE KITUI ATTENDANCE LIST
S/N NAME AFFILIATION / ORGANIZATION
1 ABDIAZIZ NUR MOE- CEO MWINGI CENTRAL
2 CHARLES KIVELEETI CSO KWA VONZA
3 CHRISTOPHER KIMANI CSO MUTITO
4 DANIEL GATAMBIA CQHZO MOE
5 DANIEL TUMBO CSO MWINGI ZONE
6 DANIEL WARUINGI CEO MIGWANI PRIMARY SCH
7 DAVID MUNYAO HEAD TEACHER MUTOMO
8 DICKSON MALOMBE HEAD TEACHER MATIA PRIMARY SCH
9 EDELQUINE KITONGA PARENT REPRESRNTATIVE MATIA PRIMARY SCH
10 EMMANUEL KALUNDA AD BASIC EDUCATION
11 FREDRICK KYAMBI CSO MIGWANI
12 GEOFFREY KIEMA PARENT TEACHER
ASSOCIATION
13 GIDEON KITHUKU HEAD TEACHER KATUMBI PRIMARY
SCHOOL
14 GILBERT IRERI NAMU SCQASO KITUI WEST
15 JOHN MUNYASYA BOM C/D
16 JOSEPH MUTHUI HEAD TEACHER MWINGI PRIMARY
17 JOSPHAT MATEI P.A CHAIRMAN
18 M. G. MAUKI INTERIOR COORDINATOR
19 M. I LESUUDA RCE EASTERN
20 MAGDALENA PATRICK EXECUTIVE SECRETARY KNUT
21 MANZI MUSYONA VICE CHAIR ITOLONI PRIMARY SCH
22 MARGARET PAUL HEAD TEACHER KYENI PRIMARY SCH
23 MARTINA DAVID PARENT TEACHER
ASSOCIATION
MUTOMO PRIMARY
24 MARY MUTATU PARENT REPRESENTATIVE
25 MICHAEL KABORO HEAD TEACHER KITUI CENTRAL
26 ONESMUS KIMINZA TUSOME NAIROBI
27 PAUL KUNGU SCQASO MOE
28 PETER GACHATHI ADE - MOE MOE
29 PETER MAILU HEAD TEACHER MASEKI PRIMARY
SCHOOL
30 PHILIP NDONYI CSO MUTHA
31 RHODA VUNDI HEAD TEACHER MATINYANI AIC
32 ROBERT MURIUKI CSO
33 RODA MBALUKA BOARD MEMBER ITOLONI PRIMARY SCH
34 ROSE KYALO CSO KALUNDU
35 ROSE MAKAU CSO MUTOMO
36 ROSEMARY NJAGI TUSOME
37 SAID BAKARI BOARD MEMBER CHAIRMAN
38 SAMUEL MAGHANGA CPC
39 SAMUEL MUHOHO HEAD TEACHER TANGANYIKA
40 SARAH KOKO TUSOME MACHAKOS REGION
41 SIMON MUTEMI BOM CHAIRMAN
42 STEPHEN KYALO MOE KITUI CENTRAL
43 SUSAN MURERWA CDE KITUI
44 TITUS MUNYASYA HEAD TEACHER ITOLONI PRIMARY SCH
45 WILSON KIGEN TSC NAIROBI
THE JOINT MTR TEAM MEETING HELD IN NYERI COUNTY
S/N NAME AFFILIATION /
ORGANIZATION
ORGANIZATION
1 AGNES WARURU BOM
2 BERNARD KAMANDE SCDE MOE
3 BERNARD KITUTO DRIVER TUSOME
4 BERNARD MACHARIA CSO TSC
5 BERNARD WAMBULU CHAIRMAN
6 DAVID MUNYORI DRIVER MOEST
7 ESTHER KARIUKI CSO TSC
8 FRANCIS GICHUKI HEAD TEACHER TSC
9 FRANCIS MUIGA HEAD TEACHER TSC
10 FRANCIS NJAGI
11 GACHERU MARIGA PA
12 GEOFFREY NDETO CEO MOE
13 JANE MUNGA PA MOE
14 JASON KABERIA KIARA SCDE MOEST
15 JOHN LUVOZI
16 JOSEPH KIBERA DRIVER MOEST
17 JOSEPH WAIRURI SCDE MOEST
18 KABORA MWANGI MOE
19 KIREMA MBWIGA CEO MOEST
20 KURIA WAMAE DRIVER MOEST
21 LILIAN OCHIENG HEAD TEACHER TSC
22 LUCY WACHIRA HEAD TEACHER TSC
23 MARGARET MWANGI CQASO MOE
24 MARGARET NDIRITU R.M.O MOE
25 MARTIN MUNYI I.O
26 MARY KAMURUA SCDE MOE
27 MERCY MWATHA SCS MOE
28 NICHOLAS GATHEMIA KEPSHA TSC
29 OCHIENG KENNETH WBPS WB
30 R.M POSHO CSA MOE
31 RICHARD JOMO A/AD TSC
32 RICHARD MWENDA DRIVER MOEST
33 RITA WAHOME TSC - TSC
34 ROBERT MASESE MOE
35 SAMUEL NDERITU THUKU DRIVER MOEST
36 SAMUEL WAITITU I.O
37 SUZANNE KIAMBA CONSULTANT WB
38 ZIPPORAH W. NGARI O.AA1 MOE
MID-TERM REVIEW MISSION IN NAKURU COUNTY
SN NAME DESIGNATION STATION AFFIL
1 ADAM WACHIRA BOM MILIMANI
2 AGNES NJUGUNA PTA ST. PETER'S BOYS
3 AGNETA N. BARASA TEACHER ST. MARY'S TSC
4 ALBERT WANALA COUNTY SCHOOLS AUDITOR NAKURU MOE
5 ALFAXERD M. KAMAU BOM CHAIR ST. PETER'S BOYS
6 ALICE KIMANI PA CHAIR ST. MARY'S
7 ALLAN NYONDAH CSO RONGAI TSC
8 ANDREW NYANCHOGA DIRECTOR, HR MOE HQS MOE
9 ATENG OGWEL LECTURER CEMASTEA/PRIEDE PROJECT MOE
10 BENARDMAKORI BOM ST. MARY'S
11 BERNARD K. CHIRCHIR SCDE NAIVASHA MOE
12 CATHERINE WANJIKU BOM MILIMANI
13 CHARLES MWANGI PTA CHAIR ST. PETER'S BOYS
14 CHRISTINE LUNANI BOM ST. MARY'S
15 CLARICE MWITA SCDE NAKURU EAST MOE
16 CPA DOMINIC NYABUTO C/ACT
NAKURU TREASURY NT
17 DAMARIS OCHIENG HEADTEACHER ST. MARYS TSC
18 DANSONKARIUKI BOM MILIMANI
19 DAVID WAGEMA TSC
20 DIANA MAKAU KNEC KNEC
21 DORCASODUOR CSO TSC
22 DUNCAN MAINA TEACHER ST. PETER'S BOYS TSC
23 ELIZABETH KIMANI NAKURU TSC
24 ELIZABETH NDUNGU BOM ST. MARY'S
25 ELIZABETH WANJIRU
26 ELMYSHAFFIE DEP. COUNTY COMMISIONER NAKURU WEST MI&CNG
27 ERIC OBIRI SCDE GILGIL MOE
28 ERICK MAKHAPILA NAKURU RTI/TUSOME
SN NAME DESIGNATION STATION AFFIL
29 EUNICE MUTHUSI TSC SCD TSC
30 EUNICE ODARO TEACHER ST. MARY'S TSC
31
EUNICE WANJIRUOMWENGA CSO TSC
32 FELISTERSWAWERU BOM
33 FLORENCE MAJANGA BOM
34 FRESHIAWAITHERA BOM
35 GEORGE KINGARA TEACHER ST. PETER'S BOYS TSC
36 GEORGE N. MUNGAI HEADTEACHER ST. PETER'S BOYS
37 GEORGE OLOO
38 HAJI JUMA TEACHER ST. MARY'S TSC
39 INDIATZIMABALE DEPUTY RCE RIFT VALLEY MOE
40 INNOCENT KIBUYU BOM
41 ISAAC CHEROTICH SES RTI/TUSOME
42 ISAAC I. MUKANZI TEACHER ST. PETER'S BOYS TSC
43 ISAAC N. ATEBE CDE NAKURU MOE
44 JACINTA NDONGA TEACHER ST. MARY'S TSC
45 JAMES M. MUNGAI TEACHER ST. PETER'S BOYS TSC
46 JAMES NKOROI TSC COUNTY DIRECTOR NAKURU TSC
47 JANE ELIJAH BOM
48 JANE THUO SCDE NAKURU WEST MOE
49 JEPKOSGEI PRISCILLA TEACHER AKUISI TSC
50 JOHN K MUKIRI HEADTEACHER AKUISI TSC
51 JOHN K. WAWERU TEACHER ST. PETER'S BOYS
52 JOHN MBURU CSO KARUNGA TSC
53 JOHN W. KURIA TEACHER AKUISI TSC
54 JOSEPH K. CHEBOR SCDE MOLO MOE
55 JOSEPH MWANGI PTA MEMBER
56 JOSEPH NGUGI KEPSHA MADARAKA TSC
57 JOSEPH NJUGUNAKAMAU
SCHINDLER/ ST. CLARE
58 JOSEPHINE K. MOKAYA TEACHER ST. PETER'S BOYS
59 JULUISODHIAMBO
60 KENNEDY OTIENDE DQASO NAIVASHA MOE
61 LAWRENCE NG'ANG'A TEACHER ST. PETER'S BOYS TSC
62 LEAH MWANGI BOM
SN NAME DESIGNATION STATION AFFIL
63 LILIAN KAGUNDA BOM ST. MARY'S
64 LILIAN MUTONYI BOM ST. MARY'S
65 LUCY W. MWAURA BOM ST. PETER'S BOYS
66 LYDIA NDUATI BOM ST. PETER'S BOYS
67 MACHARIA GEORGE K. BOM ST. MARY'S
68 MARGARET M. MBUGUA BOM
69 MARGARET OGEMBO BOM KENYATTA
70 MARGARET W. MBURU TEACHER ST. PETER'S BOYS
71 MARIA CHERONO DIRECTOR, SNE MOE HQS MOE
72 MARK LUCHIVYA REPO NAKURU RTI/TUSOME
73 MARK OKUKU
74 MARTHA KINYUA TEACHER ST. PETER'S BOYS TSC
75 MARTHA WAIRIMU PTA
76 MARTIN ANYANGA HEADTEACHER MILIMANI TSC
77 MARY GATURU REGIONAL COORDINATOR OF EDUCATION RIFT VALLEY MOE
78 MARY RONO TEACHER ST. MARY'S TSC
79 MARY W. KARERA TEACHER ST. PETER'S BOYS TSC
80 MIRIAM NDARUA TEACHER ST. MARY'S TSC
81 MOFFAT OMUTSA BOM NAKURU
82 MUIRURI N. MARGARET TEACHER ST. PETER'S BOYS TSC
83 MULUBIA SILIGWA SIP CONSULTANT WB NAIROBI WORLD BANK
84 MUSA WAMBUA ADE MOE HQS MOE
85 ONDIMU E. AMING'A TEACHER ST. MARY'S TSC
86 PAMELA ANYANDA DEPUTY HEADTEACHER ST. PETER'S BOYS TSC
87 PAMELA IMBOTIANI BOM ST. MARY'S
88 PATRICIA CHEPKOECH
DEP. COUNTY COMMISSIONER MOLO MI&CNG
89 PAUL M. WATHIURU TEACHER ST. PETER'S BOYS TSC
90 PERISKAMAU K. N. TEACHER ST. MARY'S TSC
91 PETER MAINA BOM AKUISI
92 PETER NJOROGE CSO NAIVASHA TSC
93 PITTY W. KURIA TEACHER ST. MARY'S TSC
94 REBECCA KILEGES CSO KAPSIMBEIWO TSC
95 ROSE AKUKA CEO NAIVASHA MOEST
SN NAME DESIGNATION STATION AFFIL
96 ROSELINEYINDA TEACHER ST. MARY'S TSC
97 ROSEMARY OMWERI DEPUTY HEADTEACHER ST. MARYS TSC
98 RUTH K. CHARO TTL WB NAIROBI WORLD BANK
99 RUTH KAMAU CPC NAKURU MOE
100 SAMMY MALABA CQASO NAKURU MOE
101 SAMMY SIGEI CSO ELBURGON TSC
102 SAMUEL M. NGUGI SUBUKIA MOE
103 SAMUEL WAWERU TEACHER ST. PETER'S BOYS TSC
104 SAMWEL CHEMWOLO SCDE KURESOI SOUTH MOE
105 SELINAHNJERI BOM ST. PETER'S BOYS
106 SERAH WANJIKU PTA MEMBER AKUISI
107 SHADRACK KIKUVI NAKURU RTI/TUSOME
108 SHEM M. KEBIRA TEACHER ST. MARY'S TSC
109 SIMON WANJOHI BOM AKUISI
110 TITUS MUTUTA TEACHER ST. MARY'S TSC
111 VINCENT K. KIPTEREI CEO MOLO MOE
112 WINNIE WAIKWA TEACHER ST. PETER'S BOYS TSC
MINISTRY OF EDUCATION
STATE DEPARTMENT OF BASIC EDUCATION
RESULTS FRAME WORK AND MONITORING
FOR
THE GLOBAL PARTNERSHIPS FOR EDUCATION
KENYA PRIMARY EDUCATION DEVELOPMENT (GPE-PRIEDE) PROJECT
FISCAL YEAR 2016/2017
Results as of 15th March, 2017
Organisation Ministry of Education, Science and Technology
Project title Global Partnership for Education, Kenya Primary Education Development Project
Location Kenya (Country-wide)
Grant agreement or contract ID TF No. 18863; ID P146797
Contact person Martha Ekirapa
Contact details 0724744777
Project Approval date by GPE board 16th December 2014
Date of effectiveness 8th July 2015
End date 31st March 2019
Budget 88.4 Million US Dollars
Reporting period 8th July 2015 to 24th February 2017
Date of report 24th February 2017
Author PCU
Kenya Primary Education Development Project
Project Development Objectives
PDO Statement
The project development objectives are to improve early grade mathematics competency and to strengthen management systems at school and
national levels.
The Results are at: Project Level
Project Development Objective Indicators
Indicator Name
Baseline
YR 1 YR 2
Target Actual Target Actual YR3
Target
End Target
YR4
Cumulativ
e Target
Cumulati
ve
achievem
ent
1. Improvement in basic
mathematics competency
level of Grade 2 pupils
(Disaggregated by
gender) (Percentage
79.1 Will be the
midline in
Nov 2017
5% over
baseline
2. Number of participating
schools completing top
two priorities in the
School Improvement
Plans (Number)
0 4000
3. EMIS data for primary
education published
annually from 2016
No Yes Yes 1 Yes Yes
1 Validation of EMIS data for 2016 on going
4. National assessment
(NASMLA) for standard
3 students conducted and
disseminated in 2015 and
2018 (Yes/No)
No Yes Yes Yes
Intermediate Results Indicators
Indicator Name
Frequenc
y
Baseli
ne
YR 1 YR 2
Targe
t
Actual Target Actual YR3
Target
End
Target
YR4
Cumulative
Target
Cumulative
achievement
1. Number of
EGM
textbooks
distributed to
schools
Annual 0 0 2,080,00 4,786,7742
2,340,00
0
2,600,00
0
6,000,000 4,786,774
2. Number of
teachers
trained in
EGM
(Number)
Annual 0 40,000 0 40,000 91,645
(53,769
Female,
37,876
Male)3
70,000 70,000 70,000 91,645
(53,769
Female,
37,876 Male)4
2 2,337,494 were distributed in 2016 ;2,449,280 were distributed in 2017
3 71,469 teachers were trained in September 2016 ; 91,645 teachers were trained in January 2017
4 71,469 teachers were trained in September 2016 ; 91,645 teachers were trained in January 2017
3. Number of
classroom
observations
conducted
under the
project
(Number)
Monthly
at zonal
Quarterly
at County
Bi-Annual
at
National
0 0 100,000 45615 100,000 100,000 300,000 4563
4. Number of
participating
school
receiving
KCPE
analysis report
(Number)
Annual -
KNEC
0 4000 0 4,000 4000 4,000 4,000 4000 4000
5. Number of
teachers
appraised in
the
participating
schools
(Number)
Monthly
at zonal
Quarterly
at County
Bi-Annual
at
National
0 30,000 0 30,000 15356 All
Teachers
in SIP
schools
All
Teachers
in SIP
schools
All Teachers in
SIP schools
30,000
6. Number of
participating
schools
submitting
satisfactory
school
improvement
Monthly
at zonal
Quarterly
at County
Bi-Annual
at
National
0 2,000 0 4,000 20526 4000 4000 4000 2052
5 4563 total observations : 938 in Term 3 2016 and 3625 Term I 2017 6 2052 satisfactory SIPs have been submitted to the PCU out of the total completed 4000 SIPs
plans
(Number)
7. Number of
participating
schools
receiving
annual school
grant
allocation
(Number)
Monthly
at zonal
Quarterly
at County
Bi-Annual
at
National
0 2,000 0 4,000 13577 4,000 4,000 4000 1357
8. Number of
participating
schools being
audited
(Number)
Monthly
at zonal
Quarterly
at County
Bi-Annual
at
National
0 3879 4000 4000 3879
9. Percentage of
primary
schools
submitting
EMIS data
(Percentage)
Monthly
at zonal
Quarterly
at County
Bi-Annual
at
National
60 85 0 90 85 (under
UNICEF)
95 98 98 85 (under
UNICEF)
7 1357 The first batch out of the total 4000 schools.
10. Sector
diagnosis
covering
access, equity
and efficiency
(Yes/No)
Annual No Ongoing :
Technical
team has
been
constituted;
Draft
concept
note for
evaluation
of capital
grants sent
to the bank
for review
Yes
11. Preparation of
the next five
year education
sector plan
launched
(Yes/No)
Annual No We are
going to
align to
MTP 3
Yes
12. Direct project
beneficiaries
(number), of
which female
(Number)-
(Core)
Annual 0 3,684,044
6,040,00
0
6,040,000
3,684,044
13. Female
beneficiaries
(Percentage –
Sub-Type:
Supplemental)
-(Core)
Annual 0 53 40 40 53
Notes
16th March 2017
PDOs
1. Improvement in basic mathematics competency level of Grade 2 pupils: Data for baseline study collected, analysis of data has been
done. The baseline evaluation report has been written. Launch and dissemination of findings has been scheduled for April, 2017. Impact
will be determined in year 3, after the administration of the test on selected pilot schools in comparison to the other schools.
2. Number of participating schools completing top two priorities in the School Improvement Plans (Number): All 4000 participating
schools havel prepared SIPs out of which 2052 satisfactory SIPs have been submitted to the PCU. This therefore means that the achievement
of the target is on track.
3. EMIS data for primary education published annually from 2016: Validation of EMIS data for 2016 on-going
4. National assessment (NASMLA) for standard 3 students conducted and disseminated in 2015 and 2018 (Yes/No): National
assessment (NASMLA) for standard 3 students conducted in June 2016, report was launched on 10th January, 2017. Copy available on
KNEC website.
Intermediate results indicators
1. Number of EGM textbooks distributed to schools : The first cohort of 2,337,474 books were distributed in the year 2016, while
distribution of 2,449,280 pupils text books to the 2017 cohort of learners has been completed, except for the buffer which is ongoing.
Printing of adapted materials for children with special needs in progress. Distribution of the SNE books and instructional materials to schools
to be completed in May, 2017.
2. Number of teachers trained in EGM: 40,000 was an estimated figure for class 1 and 2 teachers based on the total number of public
primary schools in the country. Additional class 3 teachers were trained while some schools had more than one stream. A total 91,645
teachers were trained by January 2017.
3. Number of classroom observations conducted under the project: A total of 4563 observations have been done as at March 2017. 938
valid observations were done in Term 3 2016 ;3625 additional observations have been done in Term I 2017.
4. Number of participating schools receiving KCPE analysis report :KCPE school specific analysis reports for 4000 pilot schools are ready
and can be accessed on line via the KNEC website (www.knec.ac.ke) as from 14th November, 2016. The schools receiving hard copies at
county level.
5. Number of teachers appraised in the participating schools: Fifteen thousand three hundred and fifty six thousand teachers (15,356) from
SIP schools appraised based on TPAD by end of 30th October, 2016
6. Number of participating schools submitting satisfactory school improvement plans: All 4000 participating schools have all prepared
SIPs out of which 2052 satisfactory SIPs have been submitted to the PCU. This therefore means that the achievement of the target is on
track.
7. Number of participating schools receiving annual school grant allocation: First disbursement of funds to the first batch of One
Thousand Three Hundred and Fifty Seven (1357) schools amounting to Kshs. 407,100,000 (USD 4.071 M) has been done.
8. Number of participating schools being audited: 3879 out of the 4000 pilot schools have been audited.
9. Percentage of primary schools submitting EMIS data: 85 % of schools have submitted EMIS data under UNICEF.
10. Sector diagnosis covering access, equity and efficiency: Technical team has been constituted; Draft concept note for evaluation of capital
grants sent to the bank for review.
11. Preparation of the next five year education sector plan launched: This will be aligned to the Mid Term Plan 3.
12. Direct project beneficiaries (number), of which female: 3,684,044 beneficiaries include 3,590,081 class 1,2 and 3 pupils, 91,645 teachers
trained on EGM and 2,318 EGM champions.
13. Female beneficiaries: Fifty Three per cent (53%) of total beneficiaries were female.
10th January, 2017
PDOs
1. Improvement in basic mathematics competency level of Grade 2 pupils: Data for baseline study collected, analysis of data and report
writing on-going. Launch and dissemination of findings expected by 31st January, 2017. Impact will be determined in year 3, after the
administration of the test on selected pilot schools in comparison to the other schools.
2. National assessment (NASMLA) for standard 3 students conducted and disseminated in 2015 and 2018: National assessment
(NASMLA) for standard 3 students conducted in June 2016, report was launched on 10th January, 2017. Copy available on KNEC website.
1)
Intermediate results indicators
1. Number of EGM textbooks distributed to schools: Four Million, Seven Hundred and Eighty Six Thousand, Seven Hundred and Fifty four
(4,786,774) Books procured as at January 10th 2017. The first cohort of 2,337,474 books were distributed in the year 2016, while distribution
of 2,449,280 pupils text books to the 2017 cohort of learners has been complete, except for the buffer. Printing of adapted materials for
children with special needs in progress. Distribution of the SNE books and instructional materials to schools to be in March 2017.
2. Number of teachers trained in EGM: Second year training of 119 master trainers, 2318 EGM champions, and 1098 CSOs, 226 EARCS
and 52 CPCs at regional level took place in December, 2016. Zonal level training for teachers teaching class 1, 2 and 3; and head teachers
scheduled from 11th to 13th January 2017.
3. Number of classroom observations conducted under the project: Nine Hundred and Thirty Eight out of One thousand one hundred and
one thousand (1101) classroom observations recorded on the RTI platform in September and October, 2016 confirmed valid. Payment of
CSOs who carried out the classroom observations being processed at county level.
4. Number of participating school receiving KCPE analysis report: KCPE school specific analysis reports for 22,000 primary schools 2015
completed by KNEC. The 4000 pilot schools accessed on line via the KNEC website (www.knec.ac.ke) as from 14th November, 2016. The
schools received hard copies at county level. Plans underway to analyse 2016 KCPE results.
5. Number of teachers appraised in the participating schools: Fifteen thousand three hundred and fifty six thousand teachers (15,356) from
SIP schools appraised based on TPAD by end of 30th October, 2016. Orientation of Zonal teams comprising head teachers and CSOs took
place in December, 2016. This is aimed at improving on the utilizations of TPAD in schools.
6. Number of participating schools submitting satisfactory school improvement plans: Achievement of the target is on track. The training
of 20,000 school teams on SIP was carried out in November, 2016; schools have prepared the SIPs and county teams and national quality
assurance team are reviewing the SIPS with a view of approving hose that meet the requirements. Disbursement of grant to schools
scheduled to take place by 10th February, 2017. The funds will then be used to achieve the set priorities.
2) The training of 20,000 school teams on SIP was carried out in November, 2016; schools have prepared the SIPs and county teams and
national quality assurance team are reviewing the SIPS with a view of approving hose that meet the requirements.
7. Number of participating schools receiving annual school grant allocation: Disbursement of grant to schools scheduled to take place by
10th February, 2017 upon submission of SIPs and audit reports. The funds will then be used to achieve the set priorities.
8. Number of participating schools being audited: The directorate of schools audit prepared Risk, systems audit manuals for schools and
performance appraisal manual for school auditors in December 2016. Preparation of fiduciary training manual for head teachers and boards
of management on going. Audit for year ending 31st December, 2016 set to begin on Monday 23rd to 5th February 2107. Training for the head
teachers and BOMs from the SIP schools scheduled to take place between 1st and 10th February, 2017.
9. EMIS data for primary education published annually from 2016: Validation of EMIS data for 2016 on-going.
To be realised once the EMIS re-engineered is operationalized. Currently the CS reconstituted team that has developed and elaborate action
plan indicating specific activities towards achieving this target
10. Sector diagnosis covering access, equity and efficiency : Execution of Sector diagnosis covering access, equity and efficiency to be
carried out in the course of the FY 2017/18
11. Preparation of the next five year education sector plan launched: Preparation of the next five year education sector plan will be
initiated upon completion of the sector diagnosis in FY 2017/18
12. Direct project beneficiaries (number), of which female : Fourty seven per cent (49%) of total beneficiaries were female
24th November 2016
PDOs
1. Improvement in basic mathematics competency level of Grade 2 pupils: Baseline study is on-going. Data collection and analysis to be
concluded before 20th December, 2016.To be determined in year 3, after the administration of the test on selected pilot schools in comparison
to the other schools.
National assessment (NASMLA) for standard 3 students conducted and disseminated in 2015 and 2018: National assessment
(NASMLA) for standard 3 students conducted in June 2016, report due for launching in December 2016 and thereafter dissemination.
Intermediate results indicators
1. Number of EGM textbooks distributed to schools: Printing of 2,449,280 pupils text books commenced in mid-October, 2016. Seven
hundred and eighty thousand (780,000) pupil’s books for the 14 counties in the Rift Valley Region expected at the port by 5th December,
2016. Final batch distribution expected in schools by January 2016. Development of adapted materials for children with special needs in
progress. Distribution of the SNE books and instructional materials to schools to be January 2016.
2. Number of teachers trained in EGM: Preparations to train 76,000 class 1, 2 and 3 teachers in December 2016 and January 2017 in
ongoing.
3. Number of classroom observations conducted under the project: One thousand one hundred and one thousand (1101) classroom
observations recorded on the RTI platform, low levels reported due to many activities demanding attention of the CSOs
4. Number of participating school receiving KCPE analysis report : KCPE school specific analysis reports for 4000 pilot schools are ready
and can be accessed on line via the KNEC website (www.knec.ac.ke) as from 14th November, 2016. The schools receiving hard copies at
county level.
5. Number of teachers appraised in the participating schools Fifteen thousand three hundred and fifty six thousand teachers (15,356) from
SIP schools appraised based on TPAD by end of 30th October, 2016
6. Number of participating schools submitting satisfactory school improvement plans: Achievement of the target is on track. Currently,
the training of 20,000 school teams on SIP commenced on 14th November, 2016; preparation of the SIPs by the schools scheduled to take
place between 28th November to 16th December, 2016 and thereafter disbursements of funds that will be used to achieve the set priorities.
The likelihood of achieving the target is high. Currently, the training school teams on SIP commenced on 14th November, 2016. This will be
followed by intensive preparation of the SIPs by the school teams scheduled to take place between 28th November and 2016 to 16th
December, 2016.
7. Number of participating schools receiving annual school grant allocation: The funds shall be disbursed upon submission of satisfactory
SIPS by school teams as from mid-December, 2016.
8. Number of participating schools being audited: The schools Auditors carried out annual audit of the school accounts for the SIP school
between August and September, 2016. This is based on the traditional audit manual, where schools submit documents in boxes to the sub
county/county audit office. The Director Schools audit has constituted a team to prepare a training manual for the school auditors, head
teachers, county directors of education, sub county directors, quality assurance officers, curriculum support officers and schools boards of
management. Upon completion of the manual, the directorate will carry out the trainings based on the cascade model.
9. EMIS data for primary education published annually from 2016: To be realised once the EMIS re-engineered is operationalized.
Currently the CS reconstituted team that has developed and elaborate action plan indicating specific activities towards achieving this target
10. Sector diagnosis covering access, equity and efficiency: Execution of Sector diagnosis covering access, equity and efficiency to be carried
out in the course of the FY2017/18
11. Preparation of the next five year education sector plan launched: Preparation of the next five year education sector plan will be initiated
upon completion of the sector diagnosis in FY 2017/18.
12. Direct project beneficiaries (number), of which female : Fourty seven per cent (49%) of total beneficiaries were female.
24th September, 2016
PDOs
1. Improvement in basic mathematics competency level of Grade 2 pupils: To be determined in year 3, after the administration of the test
on selected pilot schools in comparison to the other schools.
2. National assessment (NASMLA) for standard 3 students conducted and disseminated in 2015 and 2018: National assessment
(NASMLA) for standard 3 students conducted in June 2016, report validated and printing on going awaiting launching of the report and
thereafter disseminate
Intermediate results indicators
1. Number of EGM textbooks distributed to schools: The utilization of the EGM books supplied by more than 2.3 Million children in
public schools across the country commenced.
2. Number of teachers trained in EGM: 71,469 teachers were trained in September 2016.
3. Number of classroom observations conducted under the project : One thousand one hundred and one thousand (1101) classroom
observations recorded on the RTI platform, low levels reported due to many activities demanding attention of the CSOs
4. Number of participating school receiving KCPE analysis report: KCPE school specific analysis reports for 4000 pilot schools are
ready for uploading on the digital platform. The digital platform consultant procurement is awaiting signing of the contract with MOE
5. Number of teachers appraised in the participating schools: Preparations for appraisal
6. Number of participating schools submitting satisfactory school improvement plans: To be realised after training schools on SIP and
subsequent preparation of the SIPs by the schools and disbursements of funds
7. Number of participating schools receiving annual school grant allocation: Will be realised after training schools on SIP and
subsequent preparation of the SIPs by the schools and disbursements of funds likely in October/November 2016. Eight firms are in the
process of being hired to conduct the school level training by end of October, 2016.Funds to be disbursed to 4000 schools in December,
2016 to schools that would have submitted satisfactory SIPS for implementation of the top two priorities.
8. Number of participating schools being audited: To be carried out as from February 2017. After fiduciary, risk and systems audit for
school auditors respectively.
9. EMIS data for primary education published annually from 2016: To be realised once the EMIS re-engineered is operationalized.
Currently the CS reconstituted team that has developed and elaborate action plan indicating specific activities towards achieving this
target.
10. Sector diagnosis covering access, equity and efficiency: Execution of Sector diagnosis covering access, equity and efficiency to be
carried out in the course of the FY
11. Preparation of the next five year education sector plan launched: Preparation of the next five year education sector plan will be
initiated upon completion of the sector diagnosis
NOTES
Indicator Name Description
PDO
Improvement in basic mathematics
competency level of Grade 2 pupils
(disaggregated by gender)
The measure of basic mathematics competency will potentially focus on subtraction fluency. This
indicator is to be measured by a sample-based national assessment for grade 2 mathematics. The
assessment will allow for the pupils’ scores to be compared against a benchmark of basic competency,
which has been agreed upon by Ministry experts to be 50% correct for subtraction fluency.
The indicator is expressed in percentage and is calculated as
where and are the sample estimates of the percentages of Grade 2 pupils reaching the basic
competency benchmark in subtraction fluency in 2018 and 2015, respectively.
Number of targeted schools
completing top two priorities in the
School Improvement Plans
The assessment of “completing top two priorities” for all participating schools will be based on internal
project review which will be reflected in the project reports. In addition, independent third party
assessment in a random sample of schools will be used to verify the reports.
Indicator Name Description
EMIS data for primary education
published annually from 2016
Primary education statistical abstract using EMIS data published from 2016.
National assessment (NASMLA) for
Standard 3 pupils conducted and
disseminated in 2015 and 2018
National assessment (NASMLA) for Standard 3 pupils conducted and disseminated in 2015 and 2018
Intermediate indicators
Number of Grade 1 and Grade 2
EGM textbooks distributed to
schools
Grade 1 and Grade 2 pupils in all public schools will receive the new EGM textbooks including schools
in the top 25% (in terms of mathematics performance). Textbooks are defined as “distributed” after they
are received by the school heads.
Number of teachers trained in EGM
instructional techniques under the
project
Grade 1 and Grade 2 teachers in 75% of the lower performing schools (in mathematics) will be trained.
The number of teachers trained will be recorded and verified by TAC tutors.
Number of classroom observations
conducted under the project
Classroom observations are conducted by TAC tutors in all 3 school terms. This information will be
captured through the tablets used by TAC tutors, which can be verified with GPS data to capture true
visits.
Number of participating school
receiving KCPE analysis report
This information will be available from KNEC but can be verified independently by head teachers in
their regular data submissions.
Percentage of teachers in
participating schools completing
professional competency assessment
Teachers are defined as having completing professional competency assessment after completing the full
cycle of assessment (1 year).
Number of participating schools that
have submitted satisfactory school
improvement plans
Number of targeted schools that have submitted satisfactory school improvement plans, where
“satisfactory” is defined as (i) school priorities have been identified, (ii) the plan has been prepared using
a participatory approach as shown by stakeholders meeting minutes, and (iii) all planned expenditures are
eligible under the project’s rules.
Number of participating schools
being audited
Number of targeted schools being audited where audits are done through physical visits to the schools.
The information will be recorded by the MoEST’s audit unit but can also be verified independently by
the school heads in their regular data submissions.
Indicator Name Description
Percentage of primary schools
submitting EMIS data
This indicator measures the quality of EMIS data in terms of school coverage.
Sector diagnosis covering access,
equity and efficiency
Analysis of access, equity and efficiency indicators will utilize EMIS and other relevant data.
Preparation of the next five year
education sector plan launched
Preparation of the next five year education sector plan launched
Direct project beneficiaries
(number), of which female
(percentage)
This measures the percentage of direct beneficiaries by gender.
Grievances registered related to
delivery of project benefits that are
actually addressed
Number of complaints registered on the MoEST and World Bank websites and through the toll-free lines
1
STATUS OF IMPLEMENTATION OF 2ND SUPPORT MISSION RECOMMENDATIONS
1. COMPONENT 1: IMPROVEMENT OF EARLY GRADE MATHEMATICS COMPETENCIES
Key Recommendations Timelines Status of Implementation 1. Roll out CSOs and teachers EGM cascade
trainings countrywide. August 8 to September 15, 2016
Training rolled out: Regional training for CSOs and EGM Champions:25th to
27th August 2016 Zonal Training for Teachers: 31st August to 2nd September
2016 Over 71,000 teachers and head teachers trained Over 90,000 teachers and head teachers trained in term 1
2017 2. Standard 2 learners need to receive both grade 1 &
2 content, otherwise there won’t be building and continuity in numeracy skills acquisition for Standard 2 learners.
From September 2016.
Teachers were trained in both Class1 & Class 2 Content. Lesson observations being conducted by CSOs with 938 valid
observation uploaded in September and October 2016, and CSOs have been reimbursed.
Teachers are using the EGM methodology to teach content in both class 1 and 2
3. Need to update data on grade 1 & 2 learners with special needs (disaggregated by gender and type of disability). This will inform the accurate number of adapted EGM text books required.
October 30 2016 EMIS data to be used as the primary source Updated data is available.
4. County project teams to submit updated grade 1 & 2 school enrolment rates as per the 2015/2016 enrollment data. This will inform additional EGM text books required to achieve EGM pupil textbook ratio of 1:1
August 30 2016 Data updated
5. In liaison with the Bank team, procure additional EGM textbook to meet the gap identified.
By September 30 2016
A new tender to be launched Reports from field monitoring indicate that there are more
books than the enrolment in a number of schools. Balancing
2
Key Recommendations Timelines Status of Implementation of the textbooks in the zones and counties and use of the buffer stock was sufficient to manage the gaps
2) COMPONENT 2: STRENGTHENING SCHOOL MANAGEMENT AND ACCOUNTABILITY
a. Status of Implementation of 2nd Support Mission Recommendations
Key recommendations Timeline Status of Implementation 1. Finalize recruitment of SIP third party firms August 30 2016 SIP firms were engaged from 2nd November, 2016 to 28th
December, 2016. 2. Submit to the Bank an action plan by MoE to
strengthen the school audit department at National and County levels.
August 30 2016 The action Plan has been prepared and submitted to the Bank.
3. Roll out SIP trainings and development of SIPs in the 4000 target schools.
September 30 2016
Project team conducted SIP sensitization workshops for all field education officials and Education stakeholders in October, 2016
SIP trainings for 20,000 School teams and development of SIPs in the 4,000 schools was carried out from November 2016 to December, 2016..
4. Disbursement of first tranche to SIP grant to most target schools
October 30 2016
Schools have opened non- comingled Project Bank accounts Baseline Audit for the 4,000 Schools being conducted ( Done
from 31st January, 2017 to 11th February, 2017. Disbursement of funds to the schools commenced in the
Month of February, 2017after the baseline Audit of the schools. Ist disbursement of Kshs 407,100,000 to 1,357 schools has been done. This is to be done on a rolling basis until all the schools receive the grant for implementation of Year 1 priorities.
3) COMPONENT 3: STRENGTHENING CAPACITY FOR EVIDENCE-BASED POLICY DEVELOPMENT AT NATIONAL
LEVEL
Key recommendations Timeline Status of Implementation
1. EMIS core team to develop an EMIS action plan
and identify priority EMIS activities under the
project.
August 30 2016 The team developed a concept note which was shared with the Bank
and is currently under implementation.
2. Disseminate NASMLA study at National, County
and School levels.
September 30
2016
Launched by Principal Secretary done on 17th January 2017.
Dissemination of the report to County and school levels to be done in
3
Key recommendations Timeline Status of Implementation
April / May, 2017.
3. Finalize and disseminate the SACMEQ IV study at
National, County and School levels.
November 30
2016
Completed awaiting validation by SCC-'Botswana- regional launch
expected in May, 2017
4. Based on procurement stages outcome, award
contracts for the two studies, teacher deployment
and alternatives for education provisions.
October 30
2016
Evaluations of the EOIs for the two studies done and reports
submitted to the Head of Supply Chain Management for professional
opinion.
The Contract for the study on alternatives for education provisions has
been signed.
4) COMPONENT 4: PROJECT COORDINATION, COMMUNICATION MONITORING & EVALUATION
Key recommendations Timeline Status of Implementation
1. Fully implement outstanding January 2016
mission’s recommendations-see Annex 2.
November 30
2016
Ongoing
2. Finalize simplified M&E tools and disseminate the
tools to the county project teams.
August 30 2016 Tools developed and disseminated to county teams and component
leads for use while executing project activities
2. Train county project teams and head teachers on
the Simplified M&E tools during the EGM and
SIP trainings.
August to
September 30
2016
County project coordinators trained on the use of the tools during
regional trainings of EGMA at Nakuru between 14th to 18th December,
2016
3. Validate EGM textbooks distribution at each
school.
August 30 2016 Book validation for first batch distributed between June and July 2016
carried in October, 2016. Validation of second batch of books
distributed in December 2016 and January 2017 scheduled to take
place in April / May, 2017.
4. Prepare a schedule for all the project evaluations. August 30 2016 These evaluations are scheduled in annual work-plan
5. Finalise the project procurement plan for FY
2016/17
August 20 2017 Finalized and submitted, approved and circulated for implementation
5) SAFEGUARDS
Key recommendations Timelines Status of Implementation
1. Recruit individual consultant to support the
preparation of the citizen engagement strategy
August 31 2016 Advertisement for a TA done and evaluation process ongoing.
TA to be engaged as soon as the exercise is concluded.
2. Conduct a stakeholder mapping exercise in September 14 TA in consultation with PCU to conduct the Stakeholders mapping.
4
Key recommendations Timelines Status of Implementation
collaboration with the County Project teams 2016
3. Submit ToRs for the VMGP to the Bank August 31 2016 TORs developed jointly with TA from WB
No objection by TTL given.
6) FINANCIAL MANAGEMENT
a) Implementation of 2nd Support Mission Recommendations
Key recommendations Responsible
officials
Timelines Status of Implementation
1. Resolving requests by the 3
Counties (Mombasa, Kisumu
and Eldoret) to close CBK
accounts and open commercial
bank accounts
Project
Accountant
August 30,
2016
Done and funds transferred to the counties for EGM and SIP Training
2. Submit Project internal audit
report to PCU and PS, MoEST
Internal Audit,
MoEST
September 15,
2016
This process delayed and is currently on going.
3. Conduct FY 2015/16 Project
audit
Project
Coordinator
December 31,
2016
Financial Report for 2015/2016 prepared and submitted to KENAO
4. Regularize fund returns by the
counties at FY 2015/16 end
Project
Coordinator
December 31,
2016.
Done
[1]
KENYA GPE PRIMARY
EDUCATION DEVELOPMENT
PROJECT (PRIEDE) GRANT No. P146797
MID-TERM REVIEW (MTR) MISSION
(27th February to 10th March, 2017)
By
Hellen N. Inyega (PhD)
Early Grade Mathematics Consultant
2017
[2]
CONTENTS 2
1.0 INTRODUCTION ........................................................................................................................... 3
Basic Project Data ..................................................................................................................................... 3
2.0 OVERVIEW OF COMPONENT 1: IMPROVING EARLY GRADE MATHEMATICS (EGM)
COMPETENCY .............................................................................................................................. 3
3.0 PRIMARY EDUCATION DEVELOPMENT MID-TERM REVIEW OBJECTIVES................... 4
Specific Objectives of MTR Mission on Component 1 ............................................................................ 4
Component 1 MRT Mission Team ........................................................................................................... 5
Specific Tasks for Component 1 Consultant and Team Member ............................................................. 5
4.0 FINDINGS AND RECOMMENDATIONS FROM MID-TERM REVIEW MISSION ................. 6
Sub-Component 1: Improving Standard 1 and 2 Teacher Competencies for Developing Early Grade
Mathematics .............................................................................................................................................. 6
Determining Learner Competency in Numeracy .................................................................................. 7
Mini EGMA Results by Activity and Gender ....................................................................................... 9
Recommendations on Teacher Competencies for Developing Early Grade Mathematics ................. 10
Recommendations for External Evaluation of Early Grade Mathematics Trainings .......................... 10
Sub-Component 2: Providing Early Grade Mathematics Instructional Materials .................................. 11
Sub-Component 3: Enhancing Teacher Pedagogical Supervision by Curriculum Support Officers and
Head Teachers ......................................................................................................................................... 12
Sub-Component 4: Sensitizing Pre-Service Teacher Training College Leadership and Educators to
Innovative Practices in Early Grade Reading and Mathematics ............................................................. 13
Sub-Component 5: Early Grade Mathematics Management and Coordination at the National and
County Levels ......................................................................................................................................... 13
4.0 CONCLUSION ............................................................................................................................... 14
Annex 1: List of Institutions met during MTR Mission ............................................................................. 15
GALLERY .................................................................................................................................................. 16
[3]
1.0 INTRODUCTION
PRIEDE Project Development Objective (PDO) is to improve early grade mathematics
competency and to strengthen management systems at school and national levels. PDO’s key
performance indicators are:
a) Improvement in basic mathematics competency level of Grade 2 pupils.
b) Number of participating schools completing top two priorities of School Improvement
Plans.
c) Education Management Information System (EMIS) data for primary education
published annually from 2016.
d) National Assessment Systems for Monitoring Learner Achievement (NASMLA) for
Standard 3 students conducted and disseminated in 2015 and 2018.
Basic Project Data a) Grant Amount: GPE Grant Amount- USD 88.4 million; GoK -USD 8.84 million
b) Project Period: Effectiveness Date - July 8, 2015; Closing Date: - March 31, 2019
c) Responsible Agency: Ministry of Education, Science and Technology (MoEST)
d) Supervising Agency: The World Bank
e) Implementing agencies: MoEST, Kenya National Examinations Council (KNEC), and
Teachers Service Commission (TSC).
PRIEDE project has four components. Component 1: Improving Early Grade Mathematics
competency. Component 2: Strengthening school management and accountability. Component 3:
Strengthening capacity for evidence-based policy development at the national level. Component
4: Overall project coordination, communication, monitoring and evaluation. This report is
specific to Component 1.
2.0 OVERVIEW OF COMPONENT 1: IMPROVING EARLY GRADE
MATHEMATICS (EGM) COMPETENCY
Component 1 on improving Early Grade Mathematics competency of learners in Standard 1 and
2 is a scale-up, across Kenya, of the EGM methodology piloted under the PRIMR supported by
USAID and DFID. It is targeting all public primary schools many of them located in rural areas,
pockets of urban poverty and ASAL counties, many of who perform poorly in mathematics.
These schools will adopt the full EGM methodology and receive requisite teaching/learning
resources.
Component 1 covers five sub-components: improving Standard 1 and 2 teacher
competencies for developing early grade numeracy; providing early grade mathematics
instructional materials (pupils’ textbooks, teachers’ guides and instructional materials);
enhancing teacher pedagogical supervision by Curriculum Support Officers and head teachers;
sensitizing pre-service teacher training college leadership and educators to innovative practices
[4]
in early grade reading and mathematics; and Early Grade Mathematics management and
coordination at the national and county levels.
Key results of Component 1 include: Five per cent improvement in basic mathematics
competency level of Grade 2 pupils (percentage disaggregated by gender) over baseline. Specific
emphasis is on subtraction fluency over the 50% benchmark set by MoE; Number of Grade 1 and
Grade 2 Early Grade Mathematics textbooks distributed to schools (2, 600,000); Number of
teachers trained in Early Grade Mathematics instructional techniques under PRIEDE Project
(40,000); and Number of classroom observations conducted by Curriculum Support Officers
(100,000).
Component 1, will directly benefit: Six (6) million pupils in grade 1 and 2 who will benefit
from improved early grade mathematics textbooks (percentage disaggregated by gender); and
forty thousand (40,000) teachers who will benefit from new methodologies of early grade
mathematics instruction through improved in-service training and regular pedagogical
supervision and support (percentage disaggregated by gender).
3.0 PRIMARY EDUCATION DEVELOPMENT MID-TERM REVIEW
OBJECTIVES
A joint team of the World Bank and the Ministry of Education (MoE) undertook the Mid-Term
Review (MTR) of the Primary Education Development (PRIEDE) Project, from February 27th to
March 10th, 2017. The main purpose of the MTR was to assess whether the original purpose of
the project and its development objectives still remain valid. The MTR mission reassessed
PRIEDE Project Development Objectives (PDOs) in order to make a decision whether these
could be achieved and what mid-term adjustments or corrections needed to be made. The
assessment was based on the achievement of the PDO at the time of the MTR and progress
realized under each PDO indicator and each intermediate indicator.
Specific Objectives of MTR Mission on Component 1 Specific objectives of the MTR mission on Component 1 (hived from overall MTR Mission
Objectives) were to:
(i) review and assess implementation progress under Component 1 PDO and
intermediate results indicator;
(ii) assess each project activity under Component 1 and identify which activities need to
be revised or ‘dropped’ and consider options for the activities;
(iii) establish any new circumstances (policy, strategy or guidelines) that impact directly
on Component 1;
[5]
(iv) conduct in-depth review of the project budget for Component 1, and identify potential
‘savings’ under the component and possible budget changes that may be required
under each activity in Component 1;
(v) assess adequacy of Component 1’s monitoring, evaluation and reporting mechanisms;
(vi) review current Component 1 implementation arrangements and establish what
actions need to be taken to strength Component 1 and overall project delivery;
(vii) review and assess fiduciary and safeguards aspects of the project related to
Component 1;
(viii) establish key lessons learnt based on the project experiences so far in relation to
Component 1; and,
(ix) formulate a realistic action plan to deliver the remaining activities of Component 1
within the project period-December 2018.
Component 1 MRT Mission Team The overall MTR mission was led by Ruth Charo (Senior Education Specialist and Task Team
Leader) and Dr. Nalin Jena (Senior Education Specialist). Dr. Hellen Inyega was Component 1
Early Grade Mathematics consultant.
Other component consultants and team members were: Ms. Josephine Kabura (Senior
Financial Management Specialist), Mr. Joel Munyori (Senior Procurement Specialist), Ms.
Quynh Nguyen (Economist), Tawhid Nawaz (Senior Operations Consultant), Mr. Ben Okindo
Miranga (Environment Specialist), Ms. Suzanne Ndunge Ndivo (Consultant), Dr. Titus
Wanjala (Consultant, Monitoring and Evaluation), Mr. Mulubi Asiligwa (Consultant School
Improvement and Management), and Ms. Hope Nanshemeza (Team Assistant).
Global Partnership for Education (GPE) was represented by Mr. Fazle Rabbani (Senior
Education Specialist). The Education Development Partners Coordination Group (EDPCG)
was represented by two bilateral partners.
Specific Tasks for Component 1 Consultant and Team Member The Component 1 consultant and GPE representative were to undertake the following proposed
tasks:
i. review quality of EGM trainings and propose approach to subsequent EGM trainings (i.e.,
whether the trainings should be at the regional level or school-based support to be provided;
and whether or not future training should target new teachers only; review training modules
to avoid repetition during the EGM regional trainings and only focus on weak areas
identified by the teachers? N.B. The objective here was to add value for subsequent EGM
teacher trainings).
ii. explore a proposal for independent evaluation of the EGM trainings (quality and impact),
and propose key aspects of the evaluation ToRs and design.
[6]
4.0 FINDINGS AND RECOMMENDATIONS FROM MID-TERM
REVIEW MISSION
Findings and recommendations are reported per sub-component of Component 1 on improving
early grade mathematics competency.
Sub-Component 1: Improving Standard 1 and 2 Teacher Competencies for Developing
Early Grade Mathematics
PRIEDE Project team trained 102 Master Trainers (MTs) in August, 2016. MTs in turn trained
2,100 EGM Champions and 1052 Curriculum Support Officers (CSOs). MTs, EGM champions
and CSOs conducted country-wide EGM trainings for 49,215 Class 1 and 2 teachers and 22,259
Head Teachers in September, 2016. The second round of training of 119 EGM MTs, 1098 CSOs,
2318 EGM Champions and 226 EARC officers was undertaken in December, 2016. In the 2nd
and 3rd week of January 2017 class 1, 2 and 3 teachers were trained across the country. This was
confirmed during the MTR school visited in Mombasa County where all Grade 1 and 2 teachers
had received three-day training on developing EGM.
Classroom observations and MTR field visits affirmed that teachers were beginning to
internalize the new approaches to mathematics instruction introduced during EGM trainings.
They had “grasped some pedagogical concepts and were running with it.” In classrooms where
teachers had prepared well for the lesson (such as Miritini World Bank and Inspiration Primary
Schools), the lessons were sequential and learners followed along effortlessly. However, in
classrooms where teachers were not prepared the case was different. Lessons in those classrooms
were disjointed and learners left to their own whims (see Gallery Figures 1 and 2). Time was
wasted as the teacher stopped to read the Teacher’s Guide, internalize the subject matter and then
teach the same to learners.
Teacher preparedness (or the lack of) not only affected mastery of content but also use of
effective pedagogical strategies to benefit the learner (as demonstrated during close examination
of learner workbooks). Teacher-learner interaction was also affected by level of teacher
preparation. Where teachers had prepared adequately, they seized opportune moments to involve
learners fully in the teaching and learning process. The reverse was true for those teachers not
prepared.
Nearly all the classrooms visited were still organized traditionally - with the teacher at the
front. Classroom organization minimized teacher-pupil interaction with those at the front
receiving more attention from the teacher and more response turns in answering teacher-led
questions than those at the back.
[7]
In schools where the teacher had re-organized the classroom (such as Miritini World Bank),
they factored in unique classroom dynamics. For instance, the Standard 1 teacher had moved a
learner struggling with numeracy to the front for closer monitoring and supervision.
Spot-check of pupils’ numeracy workbooks highlighted differences linked directly to
teacher preparation. Where preparation was lacking or inadequate, learners did not successfully
undertake their written tasks (see Gallery Figure 5). The reverse was true where the teacher
taught systematically and guided learners on how to navigate pupils’ books.
Classroom observations surfaced challenges specific to Standard 2 pupils who seem to have
missed a huge chunk of Standard One content (as sequentially organized in PRIEDE) and are
now undertaking Standard 2 content. Not surprisingly, gaps in content grasp seemed more
pronounced at this level compared to Standard One.
From post-lesson observation debrief sessions, the following issues emerged:
The teacher professional development on EGM was conducted as planned. However,
there was “so much content” to be covered within the three-day training period. Some
teachers confessed they left the training with “gaps” in their knowledge. The teachers
suggested that more time be set aside for training and reducing the concepts being
covered during refresher training by focusing only on the difficult topic areas.
The teachers observed also that PRIEDE introduced “new terms” and “new
mathematical language” (such as re-grouping instead of borrowing and carrying) which
they were still learning. Otherwise the content was the same as they know it and they
just needed to master the new mathematical language.
Determining Learner Competency in Numeracy
A mini Early Grade Mathematics Assessment (EGMA) was administered to fourteen (14) pupils
randomly selected from Standard 2 Classes (Girls =7; Boys =7; Average Age 8.538 years) of six
schools visited in Mombasa County (such as Bamburi, Kengeleni, Inspiration and Miritini World
Bank). The EGMA had three addition and three subtraction tasks. Results are presented in Graph
1.
[8]
Graph 1: Mini EGMA Results by Activity (Subtraction and Addition)
From Graph 1 and generally speaking, addition tasks were performed better than subtraction
tasks, reinforcing PRIEDE’s focus and emphasis on subtraction fluency as an indicator of
improvement in learners’ mathematics competency.
On addition, each of the two tasks (17+8 and 12+19) involving regrouping (carrying) had 3
out of 14 incorrect responses (21.43%) while the task that did not involve carrying (13+3) had
only one incorrect response (7.14%).
Further analysis on incorrect responses given in addition tasks are shown in Table 1.
Table 1: Analysis of Responses in Addition Tasks
Addition Task 1: 13+3 Addition Task 2: 17+8 Addition Task 2: 12+19
Correct
Response
Incorrect
Responses
Correct
Response
Incorrect
Responses
Correct
Response
Incorrect
Responses
16 14 25 15, 18, 24 31 21, 30, 19
Further analysis on incorrect responses on addition tasks may reveal challenges to
undertaking numeracy task such as inappropriate strategy use during calculation and careless
mistakes in writing responses for instance 15 instead of 25 or 21 instead of 31 and so on.
On subtraction, the one task (26-8) involving regrouping (i.e., borrowing) had 8 out of 14
incorrect responses (57%) compared to each of the other two subtraction tasks (16-3 and 29-16)
which had 7 out of 14 incorrect responses (50%).
Further analysis on incorrect responses given in subtraction tasks are shown in Table 2.
0
2
4
6
8
10
12
14
13+3 17+8 12+19 16-3 26-8 29-16
Addition Activity Substraction Activity
1
3 3
78
7
13
11 11
76
7
Nu
mb
er o
f P
up
ils
Ass
esse
d
Assessment Tasks
Mini EGMA Assessment
Number of Incorrect Responses
Number of Correct Responses
[9]
Table 1: Analysis of Responses in Subtraction Tasks
Subtraction Task 1: 16-3 Subtraction Task 2: 26-8 Subtraction Task 2: 29-16
Correct
Response
Incorrect
Responses
Correct
Response
Incorrect
Responses
Correct
Response
Incorrect
Responses
13 8, 12, 16, 17,
21, 31
18 8,12, 21, 24,
34, 81
13 2, 3, 10, 14,
15, 31, 40, 45
Further analysis on incorrect responses on subtraction tasks may reveal challenges to
undertaking numeracy task such as inappropriate strategy use during calculation. For instance,
one pupil overlooked the minus (-) sign and, correctly, added up the sums. Other challenges may
be linked to inversion of number such as 31 instead of 13 and 81 instead of 18. Still others could
be linked to careless mistakes in writing responses for instance 3 instead of 13 or 8 instead of 18
and so on.
This further analysis has important implications for both classroom pedagogical support and
teacher workshops and reiterate importance of teachers sharing, with their pupils, effective and
efficient strategies for solving numeracy tasks, reminding them (pupils) to observe number
operations (in this case addition (+) and subtraction (-) signs) and intervening for those with
inversion challenges to represent numbers correctly. More importantly is the need to remind
teachers of other evidence-based ways of dealing with numeracy challenges in their classrooms.
This means identifying the specific challenges and outlining steps taken to address the challenge.
Overall, nearly all the pupils were above the 50% benchmark set by the Ministry of Education on
addition tasks. About half reached the set benchmark in subtraction tasks.
Mini EGMA Results by Activity and Gender
EGMA results were analyzed by EGM activities and by gender. The results are in Graph 2.
Graph 2: Mini EGMA Results by Activity (Subtraction and Addition) and Gender
01234567
Bo
ys
Gir
ls
Bo
ys
Gir
ls
Bo
ys
Gir
ls
Bo
ys
Gir
ls
Bo
ys
Gir
ls
Bo
ys
Gir
ls
13+3 17+8 12+19 16-3 26-8 29-16
Addition Activity Substraction Activity
10
21
3
0
5
2
5
3
5
2
67
56
4
7
2
5
2
4
2
5
Nu
mb
er o
f P
up
ils
Assessment Tasks
Mini EGMA Assessment
Number of Incorrect Responses
Number of Correct Responses
[10]
From Graph 2, girls outperformed boys in both assessment tasks with the boys performing worst
in subtraction tasks. This has implications for gender sensitive pedagogies that support both boys
and girls to excel in numeracy and other subjects as well.
Recommendations on Teacher Competencies for Developing Early Grade Mathematics
Recommendations on teacher competencies for developing early grade mathematics are based on the
findings above and are aligned to the specific task which included reviewing quality of EGM trainings
and proposing an approach to subsequent EGM trainings (i.e., whether the trainings should be at
the regional level or school-based support to be provided; and whether or not future training
should target new teachers only; review training modules to avoid repetition during the EGM
regional trainings and only focus on weak areas identified by the teachers? N.B. the objective
here was to add value for subsequent EGM teacher trainings).
Recommendations Timelines
PCU EGM Team to introduce community of practice meetings at
cluster and school levels for peer-support, sharing of experiences
and lesson learnt and mitigation of limitations of cascade mode
of training. Such forums can include team planning and
teaching.
PCU EGM Team to have teachers identify problematic topic areas
in their mathematics instruction to be included in the next
teacher workshops.
Close monitoring of Standard 2 learners to ensure mastery of
numeracy skills and Standard 1 to ensure they are acquiring the
numeracy skills and strategies.
Future trainings (preferably week-long) to prioritize new
teachers. However, other teachers to have two-day refresher
courses focusing on problematic areas interspersed with more
cluster and school-specific community of practice activities.
Immediate
Problematic topic
areas to be
included in
Teacher
Workshop 2.
On-going.
By the next round
of training
Recommendations for External Evaluation of Early Grade Mathematics Trainings
The second specific task for EGM consultant and team member was to look into the possibility
of having an independent evaluator for EGM trainings (quality and impact) and to propose key
aspects of the evaluation ToRs and design. Recommendations for independent evaluation of the
EGM trainings are made to increase credibility of PRIEDE Project results on outputs, impact and
longer term outcomes.
Recommendations Key Aspects for ToRs and Design
PCU, in
consultation
with World
Bank and
MoE, to
Conduct desk review of documents including: Kenya-GPE Grant Agreement;
Project Implementation Manual (PIM) for EGM component; EGM training reports
and TSC TPAD and other research documents by KNEC, RTI, UWEZO and
international ones focusing on early grade numeracy to determine results and
indicators for EGM trainings such as those by World Bank, UNESCO and
UNICEF.
[11]
identify an
independent
evaluator to
determine
quality and
impact of Early
Grade
Mathematics
trainings.
Develop and pilot data collection tools including questionnaires, interview guides
and observation protocols on quality and impact of EGM trainings. Specific issues
to inquire into include relevance, effectiveness, efficiency, sustainability and impact
of EGM trainings; analysis of performance of human resource regarding planning,
organizing and coordinating EGM activities; evaluate the adequacy of financial and
material resources to respond to teachers’ professional development needs i.e., were
the human, financial and material resources appropriately/optimally utilized to
realize set objectives? Evaluate approaches used in planning, organizing and
implementing EGM trainings and attendant activities, including the appropriateness
of the tools used (i.e., to what extent was the design and methodology of the
trainings appropriate with regard to meeting the set objectives? Were the identified
needs comprehensive?) Evaluate performance of teachers in relation to attainment
of the set objectives. Were the set objectives/needs addressed through the trainings
and activities? If so, to what extent? Evaluate the impact created by the programs
and activities to the beneficiaries- the pupils. Were the stated EGM outcomes
achieved? If so, to what extent? Do the beneficiaries (teachers and by extension
learners) exhibit any behavioral change attributed to the trainings and activities?
Are these changes [if any] sustainable or temporary? Did the M&E tools used by
PRIEDE PCU provide useful information about the stated outcome? Lastly, the
independent evaluator will also identify successes and failures of EGM trainings,
any lessons learned, challenges and opportunities.
In sum, the independent evaluator should state ways in which EGM trainings
affected the trained teachers’ practices in the classroom; extent the program
improved effectiveness of trained teachers compared to non-trained counter parts;
effective strategies for mathematics instruction that were used in the classroom;
profile of ways teachers learned and supported each other; how and to what extent
teachers’ improved skills affected pupils’ numeracy outcomes and how pupil –
teacher relationship was affected; and the effect of the results on school
performance.
Administer questionnaires to relevant participants including teachers, CSOs, CPCU
officers and PCU officers in charge of Component 1.
Undertake classroom observations on numeracy instruction.
Hold debrief sessions/individual interviews with teachers on key areas in numeracy
instruction and focus group discussions on numeracy instruction, preferably at
cluster or sub-county level.
Provide inception report.
Writer interim and final reports on quality and impact of EGM trainings.
Sub-Component 2: Providing Early Grade Mathematics Instructional Materials
All the schools visited had received pupils’ textbooks for Standard 1 and 2 and teachers’ guides
and the 1:1 pupil – textbook ratio had been achieved (see Gallery Figures 3 and 4). Some schools
had gone ahead and covered the learner instructional materials with plastic covers.
Accountability documents on materials delivery were available in Head Teachers’ offices;
with the same information displayed on the walls. Influx of learners from private
schools/academies to public schools continued to be experienced. Schools requested that buffer
stock be available to cater for the new learners. The schools observed that Standard materials
were not available and hoped they would be availed soon. Other instructional aids/manipulatives
had not been delivered. There were very few concrete materials and manipulations (e.g.,
[12]
counters) in classes visited. In one school (there were only two out of 24 displays on the wall
focusing on numeracy. Books for learners with special needs had not been delivered.
Recommendations Timelines
County Project Coordination Unit (CPCU) to update school
enrolment rates.
CPCU to maintain buffer stock and avail the same at
County/Sub-County level as need may arise.
PCU to deliver adapted materials for learners with
different disabilities.
PCU to deliver other instructional aids/manipulatives to
benefiting schools.
PCU to coordinate revision of mathematics instructional
materials in line with new curricula reforms.
Schools to be equipped with book maintenance and care
and storage skills and how to include locally available
materials and aids.
On-going.
On-going.
By end of Term 1, 2017.
By Term 2, 2017.
By December 2017.
During Teacher
Workshop 2
Sub-Component 3: Enhancing Teacher Pedagogical Supervision by Curriculum Support
Officers and Head Teachers
Curriculum Support Officers (CSOs) had began to collect, collate and upload numeracy data.
About 938 valid classroom observations out of the 100,000 target were made in September and
October, 2016 due to logistical issues such as late commencement of the full-implementation of
EGM activities, lack of clear guidelines on which lessons to observe and absence of feedback
and stimulus resources in the CSO tablets.
Recommendations Timelines
PCU to ensure feedback and stimulus
resources are available in CSO tablets.
CSOs to closely monitor and support
teachers specifically in thorough lesson
planning and learner follow-up to ensure
they are picking requisite skills.
Include Master Trainers and Quality
Assurance and Standards Officers in
Classroom observations to reach the
100,000 observations per year goal.
EGM Team to review the indicator for
this goal. Is it realistic to still expect
100,000classroom observations per year
or we need to revise downwards?
As soon as possible.
On-going.
On-going.
By End of March 2017
[13]
Sub-Component 4: Sensitizing Pre-Service Teacher Training College Leadership and
Educators to Innovative Practices in Early Grade Reading and Mathematics
Pre-service Teacher Training College leadership and educators had been sensitized on early
grade mathematics. However, informal interviews with 12 student-teachers of Shanzu Teachers’
College revealed that they had never heard of PRIEDE yet at the time of the MTR Mission, they
had been in TP schools (such as Bamburi) for three weeks.
Recommendations Timelines
PTTC sensitization and involvement to extend to pre-
service teachers.
PCU to determine what exactly will be done with
PTTCs and when this will be done.
Number of tutors and student teachers to be reached.
During trainings with PTTC
leadership.
During sensitization.
Sub-Component 5: Early Grade Mathematics Management and Coordination at the
National and County Levels
Sub-national level implementation teams are in place in Mombasa Country, Relevant officers
have been appointed. Accounts at the county level are operational. Mombasa Country Director of
Education was available in all meetings. Fiduciary training had been conducted and officers were
clear on financial management.
Recommendations Timelines
MoE and SAGAS to continue working
together for successful PRIEDE
implementation.
Senior management to address internal
procedures (bottlenecks) to make them
more efficient without compromising
fiduciary rigor.
Demand generation to various Education
Stakeholders to continue.
Numeracy competitions/pavilions/fair to
be organized to increase PRIEDE
visibility and reward/recognize
performing teachers/learners.
An institution whose core mandate is
promoting mathematics to be identified
and included for understanding PRIEDE
and ways of sustaining benefits accrued, if
any.
On-going.
On-going
Demand generation to be on-going to
provide focused and targeted messages on
PRIEDE and other education reforms.
Every quarter/at the end of the term at
zonal level. Can culminate in a national
math-a-thon activity.
On-going to project close-out.
[14]
4.0 CONCLUSION
From the grassroots in Mombasa County, teachers have been trained on EGM methodologies,
mathematics textbooks are in pupils hands and PRIEDE project is on course as outlined in the PDO.
Deliverables on Component 1for Year 1 and 2 are achievable if teacher trainings continue to be robust
and pedagogical supervision and classroom support is enhanced by CSOs, MTs, EGM Champions and
Quality Assurance and Standards Officers. Learners have potential to excel in numeracy given a nurturing
classroom environment.
[15]
Annex 1: List of Institutions and Individuals Met during the MTR Mission
Government of Kenya
1. Ministry of Education (MoE)
2. Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA)
3. The National Treasury (TNT)
4. Teachers Service Commission (TSC)
Development Partners
1. World Bank
Primary Schools in Mombasa County
1. Bamburi Primary School
2. Kengeleni Primary School
3. Inspirations Primary School
4. Miritini World Bank Primary School
5. Primary School
6. Primary School
MTR Mission Members
1. Mrs. Mary Rotich (Director, Teacher Management )
2. Stephen Njoroge (Director, CEMASTEA)
3. Elyas J. Abdi (Director, Projects, Coordination and Delivery)
4. Bartholomew Lumbasi (PRIEDE Project)
5. Hellen Boruett (PRIEDE Project)
6. Ken Nyachiro (Head, External Resources Department, The National Treasury)
7. Michael Cedric Mukanzi (Accountant, The National Treasury)
8. Dr. Hellen Inyega (EGM Consultant, World Bank)
9. Dr. Titus Wanjala (M&E Consultant, World Bank)
[16]
ATTENDANCE LIST DURING MEETING AT CDE’S OFFICE – MOMBASA (01/03/2017)
S/N NAME INSTITUTION/AFFILIATION DESIGNATION
1. ELYAS ABDI MOE DIRECTOR
2. ABDIKADIR M. KIKE MOE RCE
3. JAMES KAIRU MOE CDE
4. MARY C ROTICH TSC DIRECTOR – TM
5. DR. TITUS WANJALA WORLD BANK ME CONSULTANT
6. HELLEN BORUETT MOE- PRIEDE PQASO
7. MARY W. KANYORO MOE – KISAUNI SCDE
8. DR. HELLEN INYEGA WORLD BANK CONSULTANT
9. MAIMUNA AHMED OMAR MOE- CHANGAMWE SCEO
10. JANIPHER K. ONKENDI CSO-BAMBURI CSO
11. EUNICE MWALA MOE SCDE
12. MWANAISHA A. KARIM CSO- CHAANI CSO
13. MICHAEL CEDRICK
MUKANZI
THE NATIONAL TREASURY ACCOUNTANT
14. HELEN ARUNGA MOE SCQUASO
CHANGAMWE
15. SAUMU MUMBO TSE CSO- KENGEZEVI
16. STEPHEN AMBERE MOE SCDE – NYALI
17. IBRAHIM A. ABDI MOE SCDE – JOMVU
18. MWASARU S. MWASHEGWA MOE SCDE –
CHANGAMWE
19. BENSON MAITHA TUSOME TUSOME OFFICE –
MSA
20. KEN NYACHIRO TNT CHIEF ECONOMIST
21. FURAHA A. SEBBEH MOE CPC
22. NEWTON E. OKWATSA LIKONI SCDE
23. CHANGOMA M. KUWANIAH CSO-LIKONI CSO
24. MIRIAM D. NGOME CEO-KISAUNI CEO
25. ALAMIN S. TAKDIR KEPSHA/MOE KEPSHA C/MAN MSA
26. FUAD A. ALI KEPSHA C/MAN MSA COUNTY
27. ALI ABDALLA ALI KEPSHA V/C/MAN MSA
COUNTY
28. JOSEPHINE LOMATA CEO-MSA(MOE) CEO
29. SALIM M. BENARD CEO-LIKONI (MOE) CEO – LIKONI
30. BWANAIDI EARC CO-ORDINATOR
31. MARY BAYA MAJENGO CSO
32. ERIC M. NTHIAM CSA’s OFFICE AUDITOR
33. SAMM K. MUSAU CSA-MSA SNR. AUDITOR
34. MISHI ALI CSO-TONONOKA ZONE CSO
35. HAFIDH MUSIN CSO-MBARAKI CSO
36. JACKSON ANDAI CD-TVET-MOE CD –TVET-MSA
37. LUMBASI BATHOLOMEO MOE PRIEDE ADE
38. HILDAH KIMONGE EARC KISAUNI EARC OFFICER
[17]
SCHOOL VISIT ATTENDANCE LIST: BAMBURI PRIMARY (01/03/2017)
S/N NAME TEACHING SUBJECTS CLASSES TAUGHT
1. LUMBASI
BATHOLOMEO
N/A N/A
2. MICHAEL CEDRIC
MUKANZI
N/A N/A
3. HELLEN INYEGA N/A N/A
4. GACHUI D TCHANA MATHS,SCIENCE & LIFESKILLS 7 & 8
5. VICTORIA M JONAH KISWAHILI,C.R.E,ENGLISH & KISWAHILI 4,6 & 8
6. CAREN A OKUMU ALL SUBJECTS EXCEPT I.R.E 2
7. BEATRICE MWALIMO SCIENCE,ENGLISH,S/STUDIES & LIFESKILLS 6,7 & 8
8. JULIANA W. MWASI SCIENCE,LIFESKILLS,ENGLISH,P.E & KISWAHILI 4,6,7 & 8
9. RUTH J. CHELIMO ALL SUBJECTS EXCEPT I.R.E 1
10. FLORENCE W KATHURI ENGLISH,C.R.E,
MATHS,S/STUDIES,C.R.E,LIFESKILLS & P.E
4,5 & 7
11. ORWA MERCY
ACHIENG’
ENGLISH,P.E, MUSIC,SCIENCE 5 E
12. EMMANUEL C.
DZOMBO
ENGLISH,SCIENCE,CREATIVE ARTS & P.H.E 5W
13. ELIZABETH W.
NDERITU
MATHS,SCIENCE & S/STUDIES 4,5 & 6
14. JAMILA MASUO SALIM ENGLISH,KISWAHILI,CREATIVE ARTS & I.R.E 6,7 & 8
15. BADHILI C. MWENDA ENGLISH,KISWAHILI,SCIENCE,C.R.E,CREATIVE
ARTS & P.E
4,6 & 7
16. CATHERINE W.
GATHUGI
ALL SUBJECTS EXCEPT I.R.E. 3
17. CHEMUTAI RUTH
CHEBII
SCIENCE,ENGLISH & C.R.E. 5,7 & 8
18. MEJUMMA T. NGAO S/STUDIES & MATHS 4,5 & 8
19. KULTHUM OMAR IRE,KISWAHILI 7 S/STUDIES 4,5,6 & 8
20. BEATRICE CHEGENYE SCIENCE,ENGLISH,S/STUDIES,LIFESKILLS & P.E 4,5 & 6
21. CATHERINE NGATIA ENGLISH,MATHS,S/STUDIES,P.E & CREATIVE
ARTS
4 & 5
[18]
SCHOOL VISIT ATTENDANCE LIST: INSPIRATIONS PRIMARY SCHOOL (02/03/2017)
S/N NAME TEACHING SUBJECTS CLASSES TAUGHT
1. STEPHEN M NJOROGE N/A N/A
2. HELLEN INYEGA N/A N/A
3. LUMBASI BATHOLOMEO N/A N/A
4. MICHAEL C. MUKANZI N/A N/A
5. MWANAMWUNYU MWINYI KISWAHILI,S/ STUDIES 4 & 5
6. NEWTON E. OKWATSA SCDE – LIKONI
7. MWANAJUMA
N.MWACHOCHO
SCIENCE,I.R.E,MATHS,ENGLISH,KISWAHILI,S/
STUDIES
3
8. MALENGE E. JOSPHAT MATHS 4 (A & B) & 5 (A &
B)
9. YUSUF A SHUGOLI PA CHAIR
10. HAMISI A LIBUWA N/A N/A
11. JUMA HASSAN
MWABENYA
ENGLISH,SCIENCE,S/STUDIES,I.R.E 4 & 6
12. FURAHA A SEBBEH CPC MOMBASA
13. SR. TERESIA N.
MWANGANGI
KISWAHILI,ENGLISH,C.R.E 4 (A & B),7 & 8
14. NAOMI WANGECI GITITU ENGLISH AND SCIENCE 4 (A & B) & 8
15. CATHERINE W. NJOMO ENGLISH AND SCIENCE 5 9A & B) & 4
16. HARRIET SONGAH ENGLISH,KISWAHILI,MATHS,SCIENCE,S/STU
DIES
1 A
17. JANE NAKA ENGLISH,KISWAHILI,MATHS,SCIENCE,S/STU
DIES
2A
18. SALIM N MWACHETI MATHS,SCIENCE,I.R.E 4 ( A & B), 6 & 7
19. SALIM M. RASHID ENGLISH,KISWAHILI,MATHS,SCIENCE,S/STU
DIES,I.R.E
3A
20. SAMMY MUSILI S/STUDIES,KISWAHILI,C.R.E 5 (A & B),6,7 & 8
21. TUMAINI HASSAN KOMBO S/STUDIES.ENGLISH,I.R.E,SCIENCE 5B,6,7, & 8
22. KIMUSWA ALI ENGLISH,KISWAHILI,MATHS,SCIENCE,S/STU
DIES,I.R.E
2B
23. CHANGOMA A KUWANIAH N/A N/A
24. MWANASITI SAID JUMA N/A N/A
25. IBRAHIM BWAJUMA
MWINYAKI
N/A N/A
26. HAMADI B MBUGUA N/A N/A
27. BAKARI HAMISI MDIGO N/A N/A
28. KHALIF ISSA N/A N/A
[19]
SCHOOL VISIT ATTENDANCE LIST: MIRITINI WORLD BANK PRIMARY SCHOOL
(03/03/2017)
S/N NAME TEACHING SUBJECTS CLASSES TAUGHT
1. FURAHA A SEBBEH N/A N/A
2. MAIMUNA AHMED OMAR N/A N/A
3. SIMON KHAIGA H/M,ENGLISH,SOCIAL
STUDIES
STD 6,7 AND 8
4. JAMULA A MUSA BOM CHAIRPERSON WB/PRIMARY
SCHOOL
5. MARY C. ROTICH TSC WOB
6. LUMBASI BATHOLOMEO MOE PRIEDE
7. BENSON MAITHA TUSOME TUSOME
8. IBRAHIM A. ABDI SCDE – JOMVI
SUBLOCATION
9. NICODEMUS K. MBALUKA TSC SCD CHANGAMWE
10. BENSON MWANJALA BOM
11. HAMISI ALI BOM
12. REV JOEL NYATTA BOM W/B PRIMARY
13. OGUTU GEOFFREY BOM 7U
14. CATHERINE WAMBUA CSO
[20]
GALLERY
Figure 1: Classroom Observation 1
In this classroom the pupil lying on the desk lay like that most of
the time until the time gave them individual tasks. And she was
not unwell given how she went about doing her assigned tasks.
Interestingly, the teacher never noticed this at all. Our presence
in the classroom did not deter her from doing this. Usually
learners behave ‘somewhat’ when there is a visitor in their
classrooms.
Notice also the other learner lying on the third
girl from the teacher and the boy stepping on
the other desk. This implies classroom routines
(such as sitting up and looking at the teacher)
were not reinforced.
Figure 2: Classroom Observation 2
[21]
Figure 3
Figure 4
Figures 3 and 4 illustrates that the 1:1 Pupil-Textbook ratio has been achieved.
Figure 5
Figure 5 on number family (for number 9) matching activity above shows learner gaps. The pupil
correctly matches 6 and 3 but misses the other three (by matching 8 and 7; 2 and 5; 4 and 1).