Gen 4
REPUBLIC O KENYA
MINISTRY OF EDUCATION
Telegrams: EDUCATION-NAIROBI DIRECTOR OF QUALITY
Telephone: Nairobi 318581 ASSURANCE AND STANDARDS
Fax No.218378 P.O. BOX 30426-0100
NAIROBI.
______________________________________________________________________________
| ` P.O. BOX 12-20319, TEL: 050-50276 SOUTH KINANGOP Email: njabiniboys@gmail.com Website:www.njabiniboys.sc.ke
School Strategic Plan, 2012 – 2016Njabini Boys High School (2012). School Strategic Plan
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Foreword
The challenge of providing quality education is of central concern to the Government today. Recent efforts to enhance access to education include the implementation of Free Secondary Education strategy. The parents too, have had to invest substantial resources towards their children’s education. It is therefore of paramount importance for us as an institution to ensure that we give value to all our stakeholders in terms of service delivery, results attainment, effectiveness and efficiency in utilization of resources.
This strategic plan is aimed at enabling the stakeholders in NJABINI BOYS HIGH SCHOOL to realize their obligations. The plan is expected to lay a firm foundation for transforming the school into a leading centre of academic excellence performance in Kenya by inducing modern management approaches into the running of the institution.
I call upon all our stakeholders to passionately give their support towards the realization of the goals set out in this Strategic Plan
I take this opportunity to thank all those who have participated in the preparation of the plan; The PTA, BOG, HODS, Deans Office and the core team. Special thanks go to the Principal for General co-ordination of this vigorous exercise.
JOYCE N WAMAHIU (HSC)
Chairperson, Board of Governors
(i)
Preface
A great deal of effort goes towards effective school management and administration. Strategic planning is a long process of consultations and looking at ideal statements of approaches and models that permits organisations to achieve their set objectives and outcomes. This process called for diverse and broad reflections in different settings and places. Throughout the development of this Plan, we have tried to adopt best practices while at the same time adhering to Ministry of Education policies as well as in consult with various stakeholders. Therefore, this blue print has been developed to guide in all the school programmes and activities.
I wish to thank the Chairman, Board of Governors and the entire management for their support in developing this plan. Many thanks go to all the parents through the Parent Teachers Association for their enormous support. I am grateful to all the teachers in the school for their goodwill especially towards improved academic achievement of the school. The support staff provided both the support and also took part in the development of the plan. All the staff provided splendid contribution and unfailing support at all critical stages of the development of the plan.
Special mention is made of the Decentralization Education Management Activity (DEMA) for sponsoring sensitization programme for BOG, Dean, and Principals who in turn did the same to school stakeholders. The DEMA co-ordinator in the region, Mr. Karumba played a commendable role in spearheading this exercise.
Great deal of thanks goes to the students for their continued spirit to learn and their love for the school. The sense of belonging enables the management, teachers, support staff and parents to feel uplifted and move forward. This Strategic Plan therefore provides the necessary framework for all of us to enhance effective and efficient programme implementation in the school.
J.M. KURIA
Principal / BOG Secretary, Njabini Boys High School
(ii)
Executive Summary
A great deal of effort was directed towards the development of this strategic plan to provide a road map for Njabini Boys High School in its provision of education services to the local community. The plan has taken cognizance of the key issues that affect the delivery of education services to the learners and which require to be addressed. The plan identifies the factors that hamper provision of quality education and outlines the objectives and the strategies to overcome such constraints. The plan outlines: the human resource required to play certain roles in the implementation; resource requirements for its implementation and focuses on resource projections, sourcing, allocation and subsequent utilization. It also addresses issues relating to monitoring and evaluation of the implementations process. In this regard, the strategic plan is organized into five chapters namely, introduction, situational analysis, Strategic direction, implementation and monitoring and evaluation.
In introduction, the rationale and the process of the strategic plan is given. In the chapter on situation analysis, details on historical background, SWOT analysis, key strategic issues, infrastructure and school facilities are given. Chapter 3 includes the vision, mission, core values and functions etc. Chapter four and five highlights implementation and evaluation respectively. A suggestion is made to constitute an MOE committee in order to realize effective control of the strategic plan.
PRINCIPAL.
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Table of Contents
Foreword by the BOG Chairperson ………………………………………………… i
Preface by the School Principal ………………………………………………… ii
Executive Summary ............................................................................ iii
Table of Contents ………………………………………………… iv,v
List of Tables ………………………………………………… vi
List of Figures ………………………………………………… vi
Chapter One – Introduction ......................................................................... 1
Chapter Two
1.0 Background of the School ………………………………………………… 1
1.1. Headship Profile ............................................................................. 1
1.2. School Student Enrolment ………………………………………………… 1
1.3. School Infrastructure ………………………………………………… 2
1.4. Overview of School Achievements ..........………….…………………….…..……… 4
1.5. Organizational Structure and Establishment ………………………………………… 5
Situation Analysis
2.0. Introduction ………………………………………………… 6
2.1. School SWOT Analysis ………………………………………………… 6
2.2. Analysis of Departments in the School…...…………………………………………... 7
2.2.1. Humanities Department ………………………………………………… 7
2.2.2. Science Department ………………………………………………… 7
2.2.3. Applied Sciences Department ………………………………………………… 8
2.2.4. Mathematics Department ………………………………………………… 8
2.2.5. Languages Department ………………………………………………… 9
2.2.6. Games Department ………………………………………………… 9
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2.2.7. School Discipline ………………………………………………… 10
2.3. Strategic Directions ………………………………………………… 10
2.4. Conclusion ………………………………………………… 13
Chapter Three – Strategic Issues
3.0. Introduction ………………………………………………… 14
3.1. Key Strategic Concerns ………………………………………………… 14
3.1.1. Academic Performance ………………………………………………… 14
3.1.2. Capacity Building of Staff ………………………………………………… 15
3.1.3. Facilities and Infrastructure ………………………………………………… 15
3.1.4. Inadequate Financial Resources ………………………………………………… 15
3.1.5. Further Expansion of the School ………………………………………………… 16
3.2. Areas of Strategic Focus in the Next Five Years ………………………………… 16
3.2.1. Academic Performance ………………………………………………… 16
3.2.2. Infrastructure Development ………………………………………………… 17
3.2.3. Human Resource Development ………………………………………………… 18
3.2.4. Resource Mobilization ………………………………………………… 19
3.3. Conclusion ………………………………………………… 20
Chapter Four : Strategy Implementation Framework ………………………… 21
Chapter Five : Monitoring, Evaluation and Cost Implication ....……………… 24
Chapter Six : Cost Implication ………………………………………… 31
Chapter Seven: Monitoring and Evaluation ………………………………… 40
References ………………………………………………… 42
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List of Tables
Table 1.1. Headship profile ……………………………….………… 2
Table 12. Student enrolment ……………………………….………… 2
Table 1.3. School Accomplishments ……………………………….………… 3
Table 3.1 Anticipated Academic Performance: 2012 -2016 ……………….………… 13
Table 3.2 Anticipated School Performance Per Subject: 2012 -2016 ……….………… 13
Table 3.3 Management of the Curriculum and Instruction ……………….………… 17
Table 3.4 Management of the Physical and Material Resources ……….………… 18
Table 3.5 Management of Staff Personnel …………………….…………………… 19
Table 3.6 Management of Finance ……………………….………………… 20
Table 4.1 Strategic Plan Implementation Matrix ……………………….………… 21
Table 4.2. Academic Implementation Strategies: 2012 – 2016 ……………….………… 22
Table 5.1. School Monitoring Plan ……………………………….………… 24
List of Figures
Figure 1.1. School Organizational Structure ……………………………….………… 5
Figure 2.1. School SWOT Analysis ……………………………….………… 6
Figure 2.2. Problem Analysis Matrix ……………………………….………… 10
Figure 2.3. School Stakeholders Analysis ……………………………….………… 12
Figure 6.1. Njabini Boys High School Strategic Plan Budget …………….....………… 32
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CHAPTER 1:
INTRODUCTION
1:00: A strategic plan id a route map of an institution, a clear and systematic down to earth document that can easily be followed and understood due to its simplicity. It provides a basis upon which all efforts and resources are channelled towards certain goals. It is all about prioritization; do what, do it when, why do it etc. The long term goal of excellence is broken up into manageable chewable bitts. All stakeholders are engaged and not only owns the document but also what it stands for
1.01: The strategic plan
a) Outlines the key milestone/landmarks in the growth and development of the school.
b) Outlines all the programmes to all the stakeholders.
c) Provides rationale for resource allocation.
d) Helps to avoid duplication.
e) Helps to simplify service delivery.
1.02: The strategic plan is the result of consultations of the following stake holders;
a) Board of Governors representing management.
b) PTA members to represent parents.
c) Teachers who stand for departments.
d) Students who are also stakeholders.
1:03: These stakeholders were all sensitized in a series of meetings. Each group sorted itself out giving information to a centralized core team for harmonization and drafting. After an OK from the National coordination team, the document shall be ready for launching.
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CHAPTER TWO: SITUATION ANALYSIS
INTRODUCTION
2.10. Background of the School
Njabini Boys High school is a boys boarding/ school located in Kinangop District in Central Province, Kenya. The school was established in 1965 through the community effort. It was started as a Harambee secondary school. The school is situated on a twenty acres land. The land was donated by the Catholic Church. The school was started to enable the children from the neighbouring primary school access secondary education as there was no secondary school in the vicinity.
It has a favourable catchment area with many primary schools. As a provincial school that performs well. It is also attracting diverse students from central province. Most people who neighbour the school are farmers with average income. The payment of fees is a challenge that is gradually being overcome. The school is community friendly and vice versa. The school has a favourable communication network either from Nairobi, Naivasha or Nyahururu. Njabini Boy neighbour St. Annuarite Girls, Catholic mission hospital, Njabini Catholic Church and Njabini police station.
The past profile of school headship is as follows:
Table 1.1 Headship Profile
| YEAR |
| |
| FROM | TO | HEADTEACHER |
| JUNE 1965 | JUNE 1966 | REV. FR GALBUSERA |
| JUNE 1966 | MARCH 1969 | REV.FR EDWARD STREZZER |
| APRIL 1969 | AUG 1970 | MR BEN KAMAU |
| SEPT 1970 | MAY 1975 | MR. JOHN B NYOKO |
| JUNE 1975 | DEC 1978 | MR OLIVER SALAZAAR NOROHNA |
| JAN 1989 | JAN 1992 | MR DAVID K TALIBONG |
| JAN 1992 | FEB 1993 | MR.DAVID KIRAGU MWANGI |
| FEB 1993 | MAY 1996 | MR ISAAC NJOROGE NGURE |
| MAY 1996 | DEC 2002 | MR. CHARLES WACHIRA NDIRITU |
| JAN 2003 | JAN 2012 | MR IGOGO M.J. |
| MARCH 2012 | TO DATE | MR. J.M. KURIA |
The school has had a stable BOG that is quite supportive towards education in the school. The school also has a vibrant Parents and Teachers Association (PTA).
2.02 School Student Enrolment
The current school enrolment is five hundred and fifty seven
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Table 1.2 Current School Enrolment
| Class | Enrolment |
| ||||
|
| 2012 | 2011 | 2010 | 2009 | 2008 | No. Of streams |
| 1 | 124 |
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|
|
| 3 |
| 2 | 165 |
|
|
|
| 3 |
| 3 | 139 |
|
|
|
| 3 |
| 4 | 139 |
|
|
|
| 3 |
|
| 567 | 570 | 527 | 489 | 465 | 12 |
The school enrolment has been on increase from 465 students in 2008. By 2016 the student population is expected to grow to 720 students. As a result four classrooms will be constructed
The dormitories are currently very congested. There is urgent need for another dormitory.
2.03. School Infrastructure
The school’s physical infrastructure has developed over the years. There are four permanent dormitories, three semi-permanent dormitories, an office block, three laboratories, a semi- permanent staffroom, a small library room, twelve classrooms,
A reservoir water tank was constructed through the parents effort in the year 2002.
2.04. Academic Performance
The school academic performance has been on a steady rise for the last eight years, from a mean of 5.664 in the year 2002 to a mean of 8.75 in the year 2010. In 2011 the mean went up to 9.5. Our aspiration is to be among the top Kenyan schools with a mean score exceeding 10. There is therefore need for concerted effort towards this end.
2.05. School Mandate
The school mandate emanates from the Education Act and includes:
1. Implementation of education policies
2. Administration and management of education programmes
3. Curriculum implementation
4. Provision of teaching learning materials
5. Preparing candidates for examination
6. Admission induction and transfer of students
7. Teacher supervision
8. Discipline of students
9. Provision, supervision and maintenance of high standards of education in the institution
10. Provision of guidance and counselling services to students and parents
11. Collection of Revenue from the parents and other Income Generating Activities
12. Management of school funds
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13. Preparing schools accounts for Audit
14. Mobilization of resources for the school development
15. Recruitment of teaching and non-teaching staff
16. Processing of non-teaching staff remuneration and welfare
17. Payment for goods and services procured by the school
2.6. Our Customers
Our clients include:
- Ministry of Education, PDE and DEOs Office
- Teachers Service Commission
- Students
- Parents
- Universities and colleges
- Development partners
- Public and private sector agencies
- Other Government Ministries such as Ministry of Public Sanitation and Health, Local Authorities, Provincial Administration
- The Media
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1.12. Organizational Structure and Establishment
The school management structure is structured as follows:
Figure 1.1. School Organizational Structure
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2.07. School SWOT Analysis
The school has several accomplishments as well as various undertakings to achieve set goals.
| Strengths | Weaknesses |
| v Construction of permanent facilities: - Laboratory - (6) classrooms 5 dormitories v Enough land for expansion v Supportive and professional Board of Governors v Committed PTA Members v School registered with M.O.E . v Qualified TSC teachers v High demand due to improved KCSE results v Adequate water supply to the school v Good supply of electricity + supported by generator v School Centralized located in a rich agricultural area v Income Generating Activities such as: - School farm: able to supplement food in school - School cows – subside school milk v Government support through Free Secondary Education grants v Supportive & Committed teachers. v Dedicated Principal v Location of the school is good v The school has adequate security v Parents are respectable and relate well with staff.
| · Inadequate teaching staff · Inadequate Infrastructure such as: - Classrooms/dormitories/Library/Administration block - Insufficient ICT facilities in the school - Lack of HODs offices - Lack of big reservoir tank - Inadequate sanitation facility - inadequate Bathrooms - Lack of teachers’ houses - Perimeter wall - Health facilities § Poor maintenance of books · Absence of a scheme of service for workers. · Inadequate non –skilled and semi-skilled support workers · Lack of matron in school · School fees not paid in time § Some parents not as supportive § Negative attitude towards education by some parents and students |
| Opportunities | Threats |
| Ø Improved road Infrastructure to the school Ø More TSC teachers Ø School located in an agriculturally productive area Ø Sustainable Free Secondary Education Ø Improved sponsorship / Bursary Ø Ministry of Education Infrastructure Funding Ø International donor funding –European Union (EU), African Development Bank (ADB |
|
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2.08. PESTLE ANALYSIS
“PESTLE” Analysis, which stands for Political, Economic, Social-Cultural, Technological, Legal and Environmental factors, was used to analyse the external environment of Njabini Boys High School so that the awareness is taken care of when executing its plan. During the sensitization meetings, the participants discussed the factors that are likely to affect Njabini Boys High School work, both negatively and positively.
2.09. Political Factors
· Government introduction of CDF funding bringing government funding to the grassroots
· Government credibility leading to international aid agencies are more likely to give donations
· Political uncertainty and instability may hinder learning.
· Post electoral violence and IDPs leading to parents inability to pay school fees.
· Government getting rid of corruption, hence having more money to spend on development
· Improvements of roads, tarmacking of main road, making the school more accessible
· Government has keen interest in subsidizing education costs in public schools.
2.10. Economic Factors
· Current world economic crisis may affect donations by international donors like EU, ADB etc
· Poor performance of Kenyan economy may affect government funding to schools.
· The current extreme weather patterns being experienced in the country may affect the parents ability to pay school fees.
2.11. Socio-Cultural Factors
· Media influence breaking family ties and fracturing child’s social network
· Families stretched financially to care for their own families and so do not have resources to pay school fees for their children.
· Absence of a bar within the neighbourhood could assist the school to reduce the indiscipline cases.
· The HIV and AIDS scourge remains a threat to watch.
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2.12. Technological Factors
· Global trend towards computerization
§ Accounting reports not yet fully computerized
§ Our School does not have enough computers
§ Database to facilitate communications will be great but it is still in progress
2.13. Analysis of Departments in the School
The school has several departments and this was encouraging. Analysis was conducted by exploring the various departments in the school as follows:
Humanities Department; Overall Comments
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| Strengths | Weaknesses |
| v Adequate text books, that is, the student text book ratio is good v Enough teachers in the Humanities subjects v Teacher /student relationship is cordial v Team work is superb v Conductive environment in terms of physical features, markets around, factories etc. v Students perform fairly well in these subjects v Some resource materials are available both in the school and in the local environment v Many students are willing to learn as they enjoy these subjects v The school administration is responsive to the department’s problems and ready to provide the necessary support | · Some students are more inclined to the science subjects · Reference materials not adequate · Financial constraints, that is, the school is unable to finance some activities such as field trips for Geography and History and yet this is key to learning · Frequent absenteeism as a result of lack of school fees |
| Opportunities | Threats |
| Ø Increased number of students undertaking humanities and excelling. |
|
2.14 Science Department
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| Strengths | Weaknesses |
| v Team work among members of the department v Responsible teachers committed to their work v Good administrative support including timely provision of teaching-learning materials such as books, chemicals and other laboratory equipments. v Availability of electricity for practical activities | · laboratory: - Inadequate science equipment - Laboratory does not have a safety exit.
- lack of enough laboratory technicians |
| Opportunities | Threats |
| Ø Good academic performance in science subjects Ø School participation in science congress at the divisional and national level Ø More students are enrolling in all the three (3) science subjects |
|
2.15.Applied Sciences; Agriculture
| Strengths | Weaknesses | ||
| v Good teacher student relations v Learning materials available, for instance, various text books v Available piece of land where agriculture can be practiced v The community surrounding the school is mainly farming and therefore agriculture is more practical v There are agriculture products processing factories around which are easily accessible for learning. v There is team work in the department. v KCSE Results in the department have been encouraging v Most students come from farming families thus have the opportunity to apply knowledge and skills at home. | · Lack of some vital tools in agriculture · Negative attitude towards agriculture based on imagination that they will only end up being farmers · Most students don’t see agriculture as an economically viable career | ||
|
Opportunities |
Threats | ||
| Ø Improved academic performance in applied science subjects COMPUTER STUDIES
|
| ||
| Strengths | weaknesses | Opportunities | Threats |
| v Subject already popular | · Not internet compliant | · Popularity of subject by parents and students. | · Not able to cope up with students demands. · Continuous break-down of computers. |
WOOD WORK/ DRAWING AND DESIGN
| Strengths | weaknesses | Opportunities | Threats |
| v Subject improving mean score v Teacher/student rapport | · Acute shortage of tools · Weak students choose subject hence weak grades | · Teacher stability in both Woodwork and Drawing & Design | · Students/parent negative attitude. · Weak students end up with weak grades |
Business Studies
| Strengths | Weaknesses | Opportunities | Threats |
| · Student Books ratio – 1: 2 | · Chosen by weak students hence weak results. · Change of subject from commerce to Business Studies made it unpopular | · Teacher stability. · Continued rise in mean score. · Easy access to KCSE examiners. | · Continuous low enrolment in subject. |
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Mathematics Department
| Strengths | Weaknesses |
| v Strong team of committed mathematics teachers v Availability of mathematics books and other teaching facilities v Good support from the administration, providing the materials required on time v Enough trained mathematics teachers v Most students are interested in math’s v Students are easily followed by both teachers and parents, that is, there is proper co-ordination between teachers and parents | · Negative attitude by some students towards mathematics, thus it takes a longer time to complete the syllabus · Laziness as some students do not want to practice and assignments are not completed on time |
| Opportunities | Threats |
| Ø Many students are increasingly interested to excel in Mathematics. Ø Increased book ratios |
|
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2.16.Languages Department
| Strengths | Weaknesses |
| v All subjects are taught in English except for Kiswahili language v Textbooks are available for exercises v Adequate language teachers. v Good team spirit v Supportive administration v Good teachers - student relations v There is a functioning debating club v The school has a few audio-visual tapes in English and Kiswahili v The school buys a newspaper daily for school library | · Lack of good reading culture · Most students are from the same ethnic community and this tempts them to use vernacular · Inadequate reading material e.g. class readers, magazines etc · Due to poor language skills, students are unable to read, understand and express themselves clearly |
| Opportunities | Threats |
| Ø All students can use English and Kiswahili as their spoken language |
|
2.2.6. School Discipline
| Strengths | Weaknesses |
| v Most students are disciplined thus there are no major indiscipline cases in the school v All the teachers participate in handling indiscipline cases (team work) v The School has well established guidance and counselling department v Indiscipline cases are promptly and thoroughly dealt with v The B.O.G. is strong and very supportive of the school administration v There is an established discipline committee v The school is isolated from major cities. | · Absenteeism and lateness of students and teachers · Cheating in examinations · Some of the students are uninterested in school. This makes them compensate for this weakness through indiscipline |
| Opportunities | Threats |
| Ø Continual cooperation from Parents in handling indiscipline cases of their students when called upon Ø Members of the community report ill-mannered behaviour noted among students
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2.17. Games Department
| Strengths | Weaknesses |
| v Committed games teachers. v Games facilities are available v Students are energetic.
| · Lack of a levelled playfield · Lack of exposure-since students are from the same locality they don’t have a variety of games · Poverty-as students are unable to buy game kits e.g. shoes, shorts, shirts etc. · Inadequate training time · Disinterest in some students |
| Opportunities | Threats |
| Ø School can participate in games at district, provincial and national levels Ø Many Kenyans are excelling in world athletics and games as a career |
|
2.18: BOARDING DEPARTMENT
- DORMS
| Way Forward | Challenges |
| · Completion of dorm under construction by 2014. · Start of another dorm to be completed by 2016. · Construction of two modern ablution blocks consisting of 10 toilets and 10 bathrooms by 2014 and another two similar ones by 2016. | · Poor structures/semi permanent · Overcrowding in dorms · Poor ablution facilities/risky/inadequate. |
- TEACHERS HOUSING
| Way Forward | Challenges |
| · Construction of modern self contained houses for atleast five teachers by 2014 and construction of another five units by 2016. | · Teachers housed in dilapidated houses not fit for human habitation. · No outside ablution facilities for some. · No privacy for teachers. |
- D.H. / SCHOOL HALL
| Way Forward | Challenges |
| · Construction of a school hall by 2014 and a redesign of the DH by 2016. | · Lack of school hall so DH is used for the purpose sometimes disrupting school duties · Inadequate space and poor design. · Serving plan that takes too much time. |
4. CANTEEN
| Way Forward | Challenges |
| · The canteen to be re-located at the place that was workshop before and of year (2012) · The operator to be warned about changing operating hours.
| · Location of canteen in relation to D.H. causes time wastage. · Operation of canteen extending operating hours during causing disorder especially after supper. |
- WATER
| Way Forward | Challenges |
| · Repair the water troughs near the classes soonest. · Plan for guttering to harvest rain water by 2014. | · Inadequate especially during drought · Non-functional water troughs · No rainwater harvesting · Chlorination done but improperly |
- SCHOOL NURSE
| Way Forward | Challenges |
| · Employ a qualified nurse to man a sick bay in the school compound. | · Not available. · No sick bay. |
2.19. Strategic Directions
The school will identify various areas of concern with all stakeholders using the problem analysis matrix and map out various strategies as a way forward. Various stakeholders in the school were identified their duties and responsibilities as well as the strategic obligations to the school.
Figure 2.20. School Stakeholders Analysis
| Stakeholder | Duties and Responsibilities | Strategic Obligations to the School |
| Ministry of Education (MOE) | Policy guidance/funds | Quality Assurance |
| Teachers Service Commission (TSC) | Provide adequate teachers | Ensure optimal utilization of teaching force |
| Board of Governors (BOG) | Resource mobilization Planning Management | Resource mobilization Planning Monitoring & Evaluation Promote good governance and accountability |
| Parent Teacher Association (PTA) | Provide funds | Provide funds Awareness creation among parents Provide students |
| Parents | Pay fees Support school discipline Support academic performance | Prompt Payment of fees Provide students Promote discipline Encourage and support student to work hard |
| Principal | Administration
| Supervision of implementation of school activities
|
| Deputy Principal | Maintain discipline in school Monitor curriculum implementation Draw school timetable | Promote discipline Ensure that school programmes and activities are followed |
|
|
|
|
| Heads of Departments | Supervision on curriculum implementation | Monitoring on curriculum implementation |
| Teaching staff | Curriculum implementation Instil discipline | Teaching Maintaining discipline Guidance and counselling of students |
| Subject Teacher | Implementation of curriculum | Curriculum monitoring and evaluation |
| Support Staff | Support in administrative duties | Perform authorized duties |
| Students | Participate in education activities Attend all classes | Participate in education activities Attend all classes Improve in discipline |
| Community and Church | Support school administration Provide labour Resource persons | Support school administration Spiritual nourishment |
2.21. Conclusion
It can be concluded that the various analysis of the school, both the internal and external environment has led to the identification of emerging issues, concerns and their suggested intervention strategies. Solutions can be derived from the vision, mission and the objectives, that form the basis of this strategic plan.
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CHAPTER THREE
STRATEGIC DIRECTION
SCHOOL VISION
Become a centre of Academic Excellence in Kenya
SCHOOL MISSION
To provide Quality Education and develop a disciplined all-round individual who is caring and responsible.
SCHOOL MOTTO
Strive for excellence
CORE VALUES: The school intends to impart the following values among others
Integrity
Discipline
Hardwork
Team Spirit
Efficiency
Industry
Commitment
Determination
Core functions of the school
1. Providing the learner with opportunities to acquire necessary knowledge, skills and attitude for the development of the self and nation.
2. Promoting love and loyalty to the nation.
3. Promoting harmonious to existence.
4. Setting a firm foundation for further education and training.
5. Making learning an enjoyable experience.
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3.0. Introduction
Njabini Boys High school will focus on several strategic directions which are drawn from the situation analyses. These include: improved academic performance; high discipline standards; staff development; infrastructure development, and resource mobilization.
3.1. Key Strategic Concerns
The key strategic issues that can turn around the school include.
i) Leadership and management.
ii) Improve academic performance;
iii) Change of students attitude towards education;
iv) Enhance discipline in the school;
v) Cultivate reading-culture;
vi) Increased participation in co-curricular activities;
vii) Improve staff and student welfare (e.g. G&C, staff morale, Life skills for students, schemes of service for BOG employees,);
viii) Boost capacity of school staff;
ix) Enhance school revenue including Income Generating Activities;
x) Improved parental engagement with school concerns and activities;
xi) Improve school infrastructure;
xii) Enhance School security
xiii) Engage/involve the community; and,
xiv) Increase ICT facilities:
xv) Students’ progression and achievement.
xvi) Curriculum organisation and implementation.
xvii) Teaching/learning and assessment.
Njabini Boys High School will focus on four strategic directions. Two out of the four will be on core business while the other two will be on support functions. The four areas are:
1) Education – Academic Performance;
2) Infrastructure Development;
3) Human Resource Development
4) Resource Mobilization
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3.1.1. Academic Performance
There is need to further improve on the academic performance of the institution. Njabini Boys High school envisages achieving a mean score at KCSE of 10.5 by 2016 by inculcating a culture of hard work in school and building a positive attitude towards learning. Performance in languages, namely English and Kiswahili are key subjects that require to be improved upon. Academic performance will be enhanced through: remedial teaching; acquiring extra text books and stationery; undertaking educational trips; benchmarking with top performing schools; participating in symposia, science congress, and mathematics contests; and, taking part in co-curricular activities at all levels. There is need to ensure that students fully participate in the school programmes by reducing absenteeism and indiscipline cases. The school will aim to achieve academic excellence, as well as improve on participation and overall performance in co-curricular activities.
Priority areas will include:
· Enhance teacher preparation
· Improvement in the performance of all subjects and especially English and Kiswahili
· Availing adequate and relevant learning and teaching resources
· Form discussion groups among students
· More involvement of students in co- curricular activities
· Enhanced discipline, guidance and counselling services
The school projects to achieve the following academic targets at Kenya Certificate of Secondary Examinations (KCSE) in the next five years.
Table 3.1. Anticipated Academic Performance: 2012 - 2016
| SUBJECT | 2012 | 2013 | 2014 | 2015 | 2016 |
| Anticipated Mean Score. |
|
|
|
|
|
| English | 9.2 | 9.4 | 9.6 | 9.8 | 10.20 |
| Kiswahili | 8.8 | 9.o | 9.2 | 9.4 | 10.1 |
| Maths | 9.o | 9.2 | 9.4 | 9.6 | 11.00 |
| Biology | 9.2 | 9.4 | 9.6 | 9.8 | 10.03 |
| Physics | 9.5 | 9.7 | 9.9 | 10.1 | 10.5 |
| Chemistry | 8.3 | 8.5 | 8.8 | 9.1 | 10.2 |
| History | 9.3 | 9.6 | 9.9 | 10.2 | 10.4 |
| Geography | 8.1 | 8.4 | 8.7 | 9.0 | 1055 |
|
CRE |
9.6 | (19) 9.9 |
10.2 |
10.5 |
11.00 |
| Business Studies | 9.3 | 9.6 | 9.9 | 10.2 | 10.9 |
| Agriculture | 10.3 | 10.5 | 1o.7 | 10.9 | 11.9 |
The following strategies and activities shall be used to manage curriculum implementation so as to realize improved academic achievements.
Table 3.2. Management of Curriculum and Instruction
| Objectives | Strategies /Activities | Performance Indicators | Time Frame 2012-2016 | ||||
| Phases | |||||||
| To improve academic performance in Kiswahili and English | · Provide class readers · Essay competitions · Discourage vernacular communication · Inculcate a reading culture · Engage in drama and music festivals | - Fluency in written English and Kiswahili - Less grammatical errors - Fluency in spoken language - % performance at KCSE | √ | √ | √ | √ | √ |
| Improve academic performance in all subjects | · Develop a framework for improving performance in all subjects · Institutionalize remedial and individualized teaching for the weak students · Popularize unpopular subjects · Develop the examination policy and train on examination skills · Maintain an effective 40 time management policy · Teach learners on practical goal setting · Bench mark and network with other schools · Raise the entry marks to the minimum of 250 | - % performance at KCSE - Improved entry marks at Form I - An examination policy in place - Good time management - Number of visits to model schools | √ | √ | √ | √ | √ |
| Ensure teachers prepare adequately for class work | · Checking of teaching learning documents · Classroom visitations · Checking of students work · Ensure timely coverage of syllabus | - Use of updated teacher preparation documents - Teacher punctuality - Marked pupils work | √ | √ | √ | √ | √ |
| Provide sufficient teaching and learning materials | · Improving the book ratio · Proper maintenance of text books
(20) · Identification of key teaching learning materials · Purchase of more effective and relevant teaching learning materials | - Increased reference books in all subjects - Enhanced laboratory equipment | √ | √ | √ | √ | √ |
| Enhanced learning among students | · Establishment of learning groups · Establishment of clear rules and regulations to improve on conduct · Participation of students in internal and external competitions · Visits by students to other schools performing well in sciences to learn | - Group discussions in various subjects - Few discipline cases - Subject clubs - Number of students taking part in internal and external competitions - Number of visits and students involved | √ | √ | √ | √ | √ |
| Strengthen the guidance and counselling department
| · Training of teacher counsellor and team · Peer counselling and peer educators club · Talks to students · Talk to parents on parenting and discipline | - Good interpersonal relationships - Number of talks to students and parents - Number of parents / students in attendance - Reduced school girl pregnancy - Proportion of indiscipline cases | √ | √ | √ | √ | √ |
3.1.2. Infrastructure Development
The school lacks adequate facilities necessary for smooth running. The school will pay attention to the development of new infrastructure to support learning in school. There is also the need to strengthen the school policies, systems and procedures to ensure that the physical facilities are properly and optimally utilized. In the long run it is envisaged that the academic performance will greatly improve. Further, this will also involve strengthening organizational structures, policies, systems and procedures. It will also ensure adequate facilities and organizational infrastructure needed, including computerized database, proper documentation and records. The Strategic objective is “to provide adequate infrastructure to meet the physical, educational, co-curricular activities and character developmental needs of the learners by 2016”.
Priorities will include:
· Equipped laboratories and library
· Ensure proper maintenance of buildings
· Increase ICT facilities
· Ensure prompt disposal of obsolete goods and other materials
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· Improved sanitation block
· Complete building of dormitory
· Acquire additional school land
· Construct a school perimeter wall
Table 3.4. Management of Physical and Material Resources
| Objectives | Strategies Activities | Performance Indicators | Time Frame 2012-2016 | ||||
| Phases | |||||||
| Enhanced infrastructure
| · Solicit for funds to construct a laboratory and classrooms (fundraising, government) · Put up more facilities (classrooms) · Equip the dining hall with furniture and equipment · Complete the dormitory · Construct the 4 classrooms · Level the play field · Purchase fire fighting equipment · Fence the school compound · Build and equip a science laboratory | - Functional science laboratory - Additional classrooms - Fully equipped laboratory - Functional dormitories in place - Number of staff houses - Proportion of fire fighting equipment procured - A perimeter wall constructed - Administration block built | √ | √ | √ | √ | √ |
| Institute ICT | · Install ICT facilities · Build and equip computer laboratory | - ICT facilities - Functional computer laboratory | √ | √ | √ | √ | √ |
| Improved sanitation | · Construction of students and staff toilets | - Number of toilets constructed | √ | √ | √ | √ | √ |
| Enhance security | · Construct a school perimeter wall | - School wall | √ | √ | √ | √ | √ |
3.1.3. Human Resource Development
It is recognized that staff are the most valuable assets. There is need for enhanced professional development of staff through building their capacity so as so enable them perform better, hence improving the overall academic and co-curricular performance of the learners. NJABINI School will place emphasis on the training and development of teaching and non-teaching staff so as to equip them with skills and knowledge for excellent performance. The strategic objective is “to provide an opportunity for staff development on annual basis”.
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Priority areas will include:
· Sponsor teachers for Subject based In-service Training
· Organize regular management workshops and seminars for staff
· Ensure frequent consultation so that the whole staff is involved in decision making
· Motivation of both teaching and non-teaching staff
· Improve Team spirit at the school
· Appraisal of staff
· Recommend deserving teachers for promotion
· Develop appropriate human resource policies for the non-teaching staff
· Conduct Stakeholders seminars
Human resource development shall be undertaken as demonstrated in Table 3.5 below|
Table 3.5. Management of Staff Personnel
| Objectives | Strategies Activities | Performance indicator | Time Frame 2012-2016 | ||||
| Phases | |||||||
| In servicing all staff in their subjects | · Identifications of staff training needs and subsequent training · Attendance of SMASSE trainings · Encourage subject based in-service courses | - Effectiveness of staff in their work - Use of skills learnt during training | √ | √ | √ | √ | √ |
| Develop appropriate HR Policies for staff | · Generate a Recruitment policy for the non-teaching staff · Develop a Scheme of service for the non-teaching staff | - |
|
|
|
|
|
| Raise the motivational levels of all staff | · Commendation letters for performing teachers and members of staff · Scheduled staff meetings · Improve salaries for workers · Provide incentive to enhance staff motivation | - Clear assignment of duties and responsibilities - Prompt and effective attendance of: (a) Duties and responsibilities (b) Staff meetings | √ | √ | √ | √ | √ |
| Ensure all staff are appraised | · Annual one to one meetings | - Assignment of duties and responsibilities - Positive attitude towards work - Openness in communication | √ | √ | √ | √ | √ |
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3.1.5. Resource Mobilization
In the recent past, the School has experienced cash flow problems due to reduced funding and accumulated debts. There is need to diversify and strengthen mobilization of both local and international funding. One way of dealing with the funding situation is to ensure good parental support and that school fees is paid promptly, as well as seek other donor partners to support projects in the school. In the light of increasing demand for additional funding, Njabini School will seek to be more proactive in mobilizing its resources. The strategic objective will be “to mobilize the finance resources to meet our budgetary requirements”.
This strategy will be achieved through several approaches:
(a) Mobilizing resources, both from government sources and other donors through grant writing, effective PR and soliciting donations in-kind.
(b) Income Generating Activities to ensure self-sustainability – water kiosk, farming (cows and vegetable farming).
(c) Parents Teachers Association activities such as targeted fund raising.
Priority areas will include:
· Prompt payment of fees
· Training of BOG and PTA members on enhanced financial management and public procurement procedures
· Ensure that the school has a workable budget and full compliance
· Improve internal controls to limit loss of funds and also maintain cost containment
· Commence several income generating activities
· Improved school community relations
Table 3.6. Management of Finance
| Objectives | Strategies Activities | Performance indicator | Time Frame 2012-2016
| ||||
| Phases | |||||||
| Improved payment and completion of fees | · Enlighten the parents on the need for timely fees collection · Introduce payment of fees in-kind · Improve fees collection · Proper utilization of school funds · Seek for bursary assistance for needy students · Improve student enrolment to get more revenue · Through the Parents Teachers Association · Seek for more government funding through KESSP and solicit for CDF funding · Mobilizing resources, both from government sources and other donors through grant writing, effective PR and soliciting donations in-kind | - %age success in fees collection - Increase in earnings from IGA’s projects - Amount of savings for the school - Number of bursaries received (24) - Number of students enrolled - Proportion of contributions by PTA - Amount of grants received from donor partners - Number of proposals | √ | √ | √ | √ | √ |
| Training of BOG and PTA members on financial management and public procurement procedures | · BOG and PTA members to attend an orientation or one week financial and procurement management courses | - BOG and PTA participating actively in formulating school budget - Procurement procedures done as per requirement | √ | √ | √ | √ | √ |
| Increased income through income generating activities | · Initiate self-sustaining school programmes such as in the provision of vegetables · Increase Income Generating Activities to ensures self-sustainability – water kiosk, farming (cows and vegetable farming) | - School earnings from: (a) Income generating activities (b) Self-sustaining school programmes | √ | √ | √ | √ | √ |
| Improved school community relations to create a positive image of the school | · Carry out voluntary community work within the environs of the school · Engage students in positive community activities cleaning the local health centre | - Number of activities the school engages in the community - Proportion of community participation in school activities | √ | √ | √ | √ | √ |
| Use of school facilities by the community | · Hiring of field, classroom and hall by the community | - Proportion of school earnings from hiring of school facilities - Community willingness to make use of school facilities - Increased community participation in school activities | √ | √ | √ | √ | √ |
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3.3. Conclusion
The priorities in this strategic plan have been identified. The main purpose of this plan is to improve on organisational development and improve learning by fulfilling our obligations to enhance teaching and learning. This will enable our students achieve the highest standards of learning, so that in turn they can attain their full potential in their future career. As appropriate, monitoring and evaluation will be undertaken in conjunction with partners within the various work plans. The next chapter identifies how the strategies already identified will be implemented.
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CHAPTER FOUR
STRATEGY IMPLEMENTATION FRAMEWORK
This chapter will deal with the implementation matrix for the period 2012 to 2016. The identified key strategic issues will be addressed.
Strategies will include the following:
4.1. ACADEMICS
| Objective | Strategies | Activities | Responsibility | Assumption | Performance indicators |
| Strategic Objective: To improve the school mean score to 10.5 by 2016 | |||||
| Improve KCSE performance in Science and Maths from 8.8 to 9.6 Biology from 9.0 to 9.6 Physics 9.3 to 10.1 Chemistry 8.1 to 9.1 by 2016 | Remedial teaching for weak students | - Grouping - Assessments - Discussions | HOD HOS Teachers Students | Good will from teachers | Improved results |
| Syllabus coverage | - Application of Effective 40 council - Purchase of additional textbooks | Stake holders | Good will from the stake holders | - -Improved results - -Records of work - Improved book: pupil ratio | |
| Participation in symposium congress and contests excursions | - Involve and increase students activities in science congress and other contests - Establish a science club
| School administration HOD HOS Teacher Students | Availability of funds -Good relations with other schools | - Number of activities undertaken - - Number of trophies won - A functional science club | |
| Improve KCSE performance in languages Kiswahili 8.6-9.4 English 9.0-9.8 by 2016 | -Develop a language policy | - Developing the rules - Administering different measures - Implement the rules
| Principal D/principal HOD HOS Prefects Students | Co-operation from the responsible -Good will of the member | - %age of improved mean score in languages - Improvement in spoken and written language - Improved fluency in spoken and written language by all students |
| Training on skills | - Debates - Drama - Marking - Assessments | HOD HOS Teachers Students | -Availability of time -Good will | - Marked books - Improved performance - Marked assessment | |
| Improve the reading culture | - provision and Reading of Novels and Newspaper
- Participation in drama and music festival at all levels - Participate in external symposia - Writing competitions (both internal and external) - Introduce class readers | Principal -HOD HOS
Teacher Learners | -availability of funds -Goodwill | Availability of Novels -improved reading culture
(27)
- Number of events presented at various levels in drama and other festivities - Number of symposia attended
| |
| To improve KCSE performance in Humanities History from 9.0 to 10.2Geography 7.8 to 9.0 CRE 9.3 to 10.5 B/ST 9.1 to10.2 | Remedial for weak learners | - Group discussion - Team teaching | HOS Teachers |
| Improved results |
| Syllabus coverage | - Team teaching - Application of Effective 40 council - Purchase of additional textbooks | Subject Teachers | Good will from the stake holders | - -Improved results - -Records of work - Improved book: pupil ratio | |
| Symposium field trips and excursion |
- Formation of Subject Clubs - Visits by students to other schools performing well in sciences to learn | Subject Teachers | Willingness of students to participate | - %age of improved mean score in humanities - Nature of, and functional subject clubs in school - Members of clubs and societies | |
| Training students and teachers examination skills | 4. Organising training | Subject Teachers | KNEC shall train some of the teachers Teachers are willing to mark KCSE | -Certificates for the teacher . -Improved performance | |
| Marketing the Geography | -Career mentor -Reward the learners for achievements | School Administration Subject Teachers | Funds available | -Improved entry in Geography -Improved KCSE Performance Career mentor invited |
4.2. GUIDANCE AND COUNSELLING
| Objective | Strategies | Activities | Responsibility | Assumption | Performance Indicators | |
| To strengthen Guidance & Counselling to improve academic performance and equip learners with life skills | Establish Guidance and counselling Programme Conduct regular meetings | - Drawing programme - Providing reference material - Guidance and counselling talk to students - Individual attention to offer counselling to students - Attending to group counselling s | HOD (G & C) G/Counselling committee -Teachers
| - Students willingness to assess services - Availability of funds
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| - Reduced number of indiscipline cases - Fewer numbers of dropouts, early marriages and teenage pregnancy - Number of students counselled
| |
| - Training of teachers - Peer counsellors - Organise career talking | -organizing and attendants seminars and career talks | -Administration HOD Guidance and Counselling HOD Committee | - Availability of funds | - -Number of teachers trained - Number of peer counsellors trained
|
|
4.3. HUMAN RESOURCE DEVELOPMENT
Strategic Objective: To provide an opportunity for staff development on annual basis |
| |||||
| Objective | Strategies | Activities | Responsibility | Assumption | Performance Indicators | |
| To undertake Human Resource Planning | Prepare a draft scheme of service for BOG employees | Compare and consult with other institutions and with the MOE | BOG | Availability of funds | A draft scheme of service for BOG staff |
|
| Develop training guidelines | Conduct Staff training – seminars/workshop, outdoor activities | School Administration | Availability of funds | Number of teachers trained or in-serviced Training guidelines in place Database /inventory of trained staff |
|
4.4. Infrastructure
| Strategic Objective: To develop infrastructure that will enhance the learning environment by 2013 |
| |||||
| Objective | Strategies | Activities | Responsibility | Assumption | Performance Indicators | |
| Improved/ enhanced infrastructure | Enhanced teaching and learning in science subjects | Equip school laboratory | School Administration | Availability of funds | A Functional fully equipped laboratory |
|
|
School kitchen and dining hall |
Renovation of school kitchen and dining hall |
School Administration |
Availability of funds | (29)
School kitchen and dinning hall with renovated facilities |
| |
| Additional classroom and dormitory | Construct additional classroom | School Administration | Availability of funds | A new classroom and dorm Additional students Increase enrolment |
| |
| Improve sanitation | Construct additional toilets | School Administration | Availability of funds | Additional toilets |
| |
| Enhance security | Construct school perimeter wall | School Administration | Availability of funds | School perimeter wall built |
| |
| Establish a School library | Construct a school library | School Administration | Availability of funds | A functional library |
| |
| Modern Administration block | Construct school administration block | School Administration | Availability of funds | administration block with offices and staffroom |
|
4.5.Resource Mobilization
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MONITORING PLAN - 2012
The Monitoring plan provides for effective and efficient mechanism to enhance Monitoring and Evaluation (M&E) of the implementation of the Strategic Plan. This will assist in accounting for the realization of various objectives and any failure maybe addressed promptly or the strategy may be altered. If targets set are too ambitious or too soft then the team may review the strategic plan and make the necessary corrections. It will also help disseminate information on the status of the plan implementation.
Table 5.1 School Monitoring Plan
|
| Strategy | Activities | Indicators | Source of Information | Achievement | Remarks |
| 2011 | ||||||
|
| Capacity building of teachers | Training of teachers | Number of teachers trained | list of trained teachers |
|
|
|
| Attitudinal change among students | Talks to students, talk to parents | Talks to students, teachers and parents | list students, teachers and parents |
|
|
|
| Construction of students and staff toilets; | Sourcing of funds for construction of toilets | Number of toilets constructed | Payment Voucher |
|
|
|
| Improve student book ratio | Purchase of additional school text books | Improved student book ratio | Number of books Student Book Ratio by subject |
|
|
|
| Computer Literacy Improve ICT facilities in the school | Installation of school computer package and accessories | Number of computers purchased Number of teachers and students using computers | Purchase Receipts Payment Vouchers |
|
|
|
| Improve KCSE academic performance in Science and Maths from – 8.8-9.6 Bio 9.0 Phy 9,3 -10.5 Chem 9.4 – 10.2 by 2016
| - Involve students in science congress - Establish a science club - Enhance teaching and learning of science - Participate in Math contests - Form discussion groups
- Increase number practical exercises | - Student participation in science congress upto the national level - %age of improved mean score in sciences and Maths - Number of contests participated in | KCSE results report |
|
(31) |
|
| Improve reading culture and KCSE academic performance from 8.7-10.1 in Kiswahili 9.6 -10.20 by 2016 in English | - Increased participation in drama ; debates and public speaking - Increase internal writing competition - Reading class readers | - Number of events undertaken in drama, debates and public speaking - Number writing competitions held - Increased usage of correct language - %age of improved mean score in languages | KCSE results analysis |
|
|
|
| Improve KCSE academic performance from 11.182 to 12.00 in Agriculture | - Establish a Young farmers club - Organize a field trip | - A functional YFC - Number of trips undertaken - %age of improved mean score in applied sciences | KCSE results analysis |
|
|
|
| Participate at the zone games competition | Increased training in ball games and athletics | - Number events participated in at zone level | games report |
|
|
| 2012 | ||||||
|
| Enhanced teaching and learning in science subjects | Construct new laboratory
| A functional laboratory | KCSE results analysis |
|
|
|
| School kitchen and dining hall | Renovation of school kitchen and dining hall | An improved school kitchen and dining hall |
|
|
|
|
| Improve KCSE academic performance from 10.8 to 11.3 in CRE; 9.6 to 10.4 in History and 10.0 to 10.61 in Geography | Participate in subject symposia | - Number of symposia attended - %age of improved mean score in humanities | KCSE results analysis |
|
|
|
| Improve reading culture and KCSE academic performance from 9.0 to 9.8 in English and from 8.6 to 9.4 in Kiswahili | - Participating in drama and music festivals at zone level
- Hold internal symposia and writing competitions | - Number of events won at the zone levels
- Number of symposia and writing competition held - %age of improved mean score in languages | KCSE results analysis |
|
(32)
|
|
| Improve KCSE academic performance from 11.182 to 12.00 in Agriculture and 9.6 in Business Studies | - Increase number of activities of YFC through livestock production | - Number of projects undertaken - %age of improved mean score in applied sciences | KCSE results analysis |
|
|
|
| Improve KCSE academic performance from 8.7 to 10 in mathematics | - Establish a Maths Club - Invite role models such as female maths lecturers | - Functional Maths club in place - %age of improved mean score in mathematics | KCSE results analysis |
|
|
|
| Improve handball | Train students in handball with chemicals & equipment | - Number of students trained - Participation at zone handball competition | Games Report, Participation |
|
|
|
| Sustain high standards of students moral behaviour | - Counselling individual students - Attending to group counselling | - Reduced number of indiscipline cases - Fewer numbers of dropouts - Number of students counselled | Discipline Register |
|
|
| 2013 | ||||||
|
| Enhanced teaching and learning in science subjects | Equip school laboratory | Fully equipped laboratory | KCSE results analysis |
|
|
|
| Improved lighting | Installation of electricity in classrooms | Number of rooms with electricity |
|
|
|
|
| Acquire additional land | Acquire additional land for the school | Extra acres acquired |
|
|
|
|
| Improve KCSE academic performance from 8.1 to 9.1 in Chemistry; 9.0 to 9.6 in Biology and 9.3 to 10.1 in Physics
| - Increase activities of students in science club - Student participation in science congress at the district level - Undertake field trips | - Number of events presented at the district science congress - Number of field trips undertaken - %age of improved mean score in sciences | KCSE results analysis |
|
(33) |
|
| Improve KCSE academic performance from 9.3 to 10.5 in CRE; 9.0 to 10.2 in History and 7.8 to 9.0 in Geography | Invite guest speakers of humanities subjects | - Number of meetings - %age of improved academic performance in humanities | KCSE results analysis |
|
|
|
| Improve reading culture and KCSE academic performance from 9.0 to 9.8 in English and from 8.6 to 9.4 in Kiswahili | Participate in drama and music festivals at district level | - Numbers of events won at the district level - %age of improved mean score in languages
| KCSE results analysis |
|
|
|
| Improve KCSE academic performance from to 10.1 in Agriculture and from 9.1 to 10.2 in Business Studies | - Visit agricultural shows/ trade forum - Involve more students in YFC activities | - Number of excursions undertaken - %age of improved academic performance in applied sciences | KCSE results analysis |
|
|
|
| Improve racquet games (table tennis and badminton) | Train students in racquet games | - Number of students trained - Participation in zone racquet games | Games Report, Participation In Games |
|
|
| 2014 | ||||||
|
| Additional classroom | Construct additional classroom | - Number of additional classroom - Proportion of enrolment | Payment Voucher |
|
|
|
| Improve sanitation | Construct additional toilets | Number of additional toilets | School Infrastructure |
|
|
|
| Enhance security | Construct school perimeter wall | School perimeter wall built |
|
|
|
|
| Improve KCSE academic performance from 8.1to 9.1 in Chemistry; 9.0 to 9.8in Biology and 9.3 to 10.1 in Physics
| - Increase activities of students in science club - Student participation in science congress at the provincial level - Undertake field trips | - Number of events presented at the provincial science congress - Number of field trips - %age of improved mean score in sciences | KCSE results analysis |
|
(34) |
|
| Improve KCSE academic performance from 9.535 to 2.8 | Visiting schools with good performance in mathematics | - Number of trips undertaken - %age of improved mean score in mathematics | KCSE results analysis |
|
|
|
| Participate in district level racquet games | Enhanced training in racquet games | - Number of students trained - Participation at district racquet games | Games Report |
|
|
|
| Improve moral behaviour of students | - Counselling 90 individual students - Attending to group counselling | - Reduced number of indiscipline cases - Fewer numbers of dropouts - Number of students counselled | Discipline Register |
|
|
| 2015 | ||||||
|
| School library | Construct a school library | A functional library | BOG Minutes |
|
|
|
| Additional classroom | Construct additional classroom | A new classroom Additional students | BOG Minutes |
|
|
|
| Modern Administration block |
|
| BOG Minutes |
|
|
|
| Procure a School van | Complete procurement process | A utility vehicle acquired | BOG Minutes |
|
|
|
| Prepare a draft scheme of service for BOG staff | Compare and consult with other institutions and with the MOE | A draft scheme of service for BOG staff | BOG Minutes |
|
|
|
| Improve KCSE academic performance from 8.1 to 9.1 in Chemistry; 9.0 to 9.6 in Biology and 9.3 to 10.1 in Physics
| - Increase activities of students in science club - Student participation in science congress at the national level - Undertake field trips | - Number of events presented at the national science congress - Number of trips undertaken - %age of improved mean score in sciences | KCSE results analysis |
|
(35) |
|
| Improve KCSE academic performance from 9.3 to 10.5 n CRE; 9.0 to 10.2 in History and 7,8 to9.0 in Geography | Collect books and artefacts of history CRE and geography | - Number of books and artefacts in library - %age of improved mean score in humanities | KCSE results analysis |
|
|
|
| Improve reading culture and KCSE academic performance from 4.3 to 4.5 in English and from 5.0 to 5.6 in Kiswahili | Participate in drama and music festival at the provincial level Participate in external symposia | - Number of events presented at the provincial level - Number of symposia attended - %age of improved mean score in languages | KCSE results analysis |
|
|
|
| Improve basketball | Train students in basketball | - Number of students trained - Participation at divisional basketball competition | Games Report, Participation In Games |
|
|
|
| Improve moral behaviour of students | - Counselling 100 individual students - Attending to group counselling | - Reduced number of indiscipline cases - Fewer numbers of dropouts - Number of students counselled | Discipline Register |
|
|
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COST IMPLICATION
This chapter captures the cost of this strategic plan as per the agreed upon strategies and activities for Njabini Boys High School. This is an important budget control tool. It may also be used to solicit for extra funding from various stakeholders; interested development partners; community; individuals and organisations. These funds will be directed at the identified school programme and activities that have been prioritised as key strategies.
The major school activities include: improving academic performance through remedial teaching; inviting guest speakers; benchmarking with performing schools; holding symposia for various subjects; participation at the zone, divisional, district, provincial and national science congress; drama; and music festivals. The budget plan also includes aspects of school development such as equipping the laboratory; school library; building extra classrooms and laboratory.
The Budget incorporates the strategic plan as follows:
- Year
- Aspect of the School
- Strategy
- Activity
- Performance Indicators
- Cost Implication
- Remarks
This format is adopted to enable effective monitoring of the activities in line the budget so that the performance indicators can be used in monitoring and evaluation of the Strategic Plan.
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| Aspect of the School | Strategy | Activity | Performance Indicators | Cost Implication | Remarks | Y1 | Y2 | Y3 | Y4 | Y5 |
| Academic performance | Capacity building of teachers | Training of teachers | Number of teachers trained | § 315,400 | § In –house group/ individual training (G&C, Administration; subject in-service) | § | § | § | § | § |
| School text books | Improve student book ratio | Purchase of additional school text books | Improved student book ratio | § 700000 | § | § | § | § | § | § |
| Humanities department | Improve KCSE academic performance from 9.3 to 10.5 in CRE; 9.0 to 10.2 in History and 7.8 to 9.0 in Geography by 2016 | - Participate in subject symposia at local level - Invite guest speakers of humanities subjects | - Number of symposia attended - %age of improved mean score in humanities | - 150,000 | - Subsistence for students and teachers - Professional fees for guest speakers | - | - | - | - | - |
| Science Department | Improve KCSE academic performance from 8.1 to 9.1 in Chemistry; 9.0 to 9.8 in Biology and 9.3 to 10.1 in Physics by 2016
| - Involve students in science congress - Establish a science club - Enhance teaching and learning of science - Increase number practical exercises - Increase activities of students in science club - Student participation in science congress at the district level - Undertake field trips | - Student participation in science congress at the national level - Number of field trips undertaken - %age of improved mean score in sciences - Number of items presented at the district science congress - | - 750,000 | - For purchase of chemicals for science practices
(38) | - | - | - | - | - |
| Languages department | Improve reading culture and KCSE academic performance from 9.0 to 9.8 in English and from 8.6 to 9.4 in Kiswahili by 2016 | - Increased participation in drama ; debates; music festivals and public speaking - Increase internal writing competition - Reading class readers - Hold internal symposia and writing competitions | - Number of events undertaken in drama, debates and public speaking - Number writing competitions held - Increased usage of correct language - %age of improved mean score in languages | - 325000 | - For purchase of class readers and tokens to motivate students - (payment voucher, receipts for purchase of tokens) | - | - | - | - | - |
| Applied Sciences department | Improve KCSE academic performance from 10.1 to 10.9 in Agriculture | - Establish a Young farmers club - Organize a field trip - Increase number of activities of YFC through livestock production - Visit agricultural shows/ trade forum - Involve more students in YFC activities | - A functional YFC - Number of projects undertaken - Number of trips undertaken - %age of improved mean score in applied sciences | - 250,000 | - To fuel sch. bus for field trip | - | - | - | - | - |
| Mathematics department | Improve KCSE academic performance from 8.8 to 9.6 by 2015 | - Participate in Math contests - Form discussion groups - Establish a Maths Club - Invite role models such as female maths lecturers
| - Number of contests participated in - %age of improved mean score in mathematics - Functional Maths club in place | - 102,000 | - To procure tokens for winning students - Professional fees for guest speakers | - | - | - | - | - |
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| Improved / Enhanced school Infrastructure | Enhanced teaching and learning in science subjects | Construct new laboratory Equip the lab
| A fully functional laboratory | § 900,000 | § Source for funds | § | § | § | § | § |
| School kitchen and dining hall | Renovation of school kitchen and dining hall | An improved school kitchen and dining hall | § 250,000 | § Expansion | § | § | § | § | § | |
| Improve sanitation | Construct additional toilets | - Number of additional toilets | - 200,000 | § | § | § | § | § | § | |
| Additional classroom | - Construct additional classroom | - Number of additional classroom - Proportion of increased enrolment | - 450,000 | § | § | § | § | § | § | |
| Enhance security | - Construct school perimeter wall | - School perimeter wall built | 340,000 | § | § | § | § | § | § | |
| Modern Administration block | - | - | - 2,000,000 | § | § | § | § | § | § | |
| Computer Literacy Improve ICT facilities in the school | Installation of school computer package and accessories | Number of computers purchased Number of teachers and students using computers | § 198,000 | - | - | - | - | - | - | |
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| Enhanced teaching and learning in science subjects | Laboratory repairs including leaking sinks; water and gas pipes and plumbing Improved ventilation | Functional laboratory with lighting, pipes and gas pipes and improved ventilation | § 300,000 | - | - | - | - | - | - |
| Construction of students and staff toilets; | Sourcing of funds for construction of toilets | Fund in place Number of toilets constructed | § 300,000 § 103,000 § 53,200 | § | § | § | § | § | § | |
| Repair of administration block | Repair works of the administration block | Repaired block | § | § | § | § | § | |||
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| § | § | § | § | § | § | § |
| Games & Sports department | Introduce racquet games (table tennis and badminton) | Train students in racquet games | - Number of students trained Participation in zone racquet games | § 60,000 | § To procure racquet games equipment | - | - | - | - | - |
| Introduce basketball | Train students in basketball | - Number of students trained - Participation at divisional basketball competition | - 50,000 | - Procure basket ball and equipment - Transport costs | - | - | - | - | - | |
| Guidance and Counselling department | Improve moral behaviour of students Sustain high standards of students moral behaviour | - Counselling individual students Attending to group counselling | - Reduced number of indiscipline cases - Fewer numbers of dropouts Number of students counselled | - 100,000 | - Professional fees | - | - | - | - | - |
| Talking to students, parents and teachers | Talks to students, talk to parents | Talks to students, teachers and parents | § 11,126 | § Professional fees | - | - | - | - | - | |
| Human resource planning | Prepare a draft scheme of service for BOG staff | Compare and consult with other institutions and with the MOE | - A draft scheme of service for BOG staff Adequate staff complement | § 50,000 | - | - | - | - | - | - |
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PRIORITISATION OF PROJECTS | |||
PROJECT | COST ESTIMATE | SOURCE OF FUND | TIME FRAME |
Dormitory | 12 million | Government, CDF, Parents
| 2013 |
Well equipped Computer Lab. | 3 million | CDF, Government, Parents | 2014 |
6 Staff Houses | 6 million | Sponsors, Former Students, Government | 2015 |
HarderAdministration Block | 10 million | Government, Parents, CDF | 2016 |
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CHAPTER FIVE
MONITORING AND EVALUATION
The Njabini Boys High School Strategic Plan monitoring and evaluation review process will facilitate continuous assessment of the extent to which education policy objectives aligned to targets in the school have been achieved. This will be a consolidated approach from the Quality Assurance and Standards, performance in National Examinations and delivery of curriculum at the school to include school performance and auditing. This will involve monitoring progress of programme and activities by all including the BOG, PTA, school principal, heads of departments, teachers, support staff and students. The monitoring process will focus on key policy performance indicators as outlined in this Plan, and timely and reliable data collection and analysis.
The monitoring process will be carried out as follows:
1. Ministry of Education Quality Assurance and Standards and Policy will be responsible for sector performance monitoring, while the Finance, Accounting and School Audit will monitor financial management.
2. Kenya National Examinations Council (KNEC) will provide for examinations performance, while Kenya Institute of Education (KIE) provides the curriculum.
3. Teachers Service Commission (TSC) will provide for staffing of teachers.
4. The Education Office will be responsible for programme impact monitoring.
5. The School Strategic Plan Monitoring and Evaluation Committee (SSPMEC) will ensure effective implementation and monitor progress at the level of the school.
The School Strategic Plan Monitoring and Evaluation Committee (SSPMEC) will consist of the following members:
1. Chair, Board of Governors
2. School Principal
3. Chair, Parents Teachers Association
4. Deputy Principal
5. All Heads of Departments
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6. School Bursar / Accountant
7. Representative from the Education Office
8. Representative of Support Staff
The terms of reference for the Committee will be as follows:
- To make available and implement the school Strategic Plan.
- To inform and educate the school on the Strategic Plan and its implementation.
- To prepare a standard appraisal and evaluation tool with performance indicators.
- To regularly submit substantive reports on the implementation of the Strategic Pan.
The Committee shall be constituted immediately following the launch of the Strategic Plan and will meet regularly in order to review the Plan.
This five year strategic plan will guide the school through the various departments to achieve the school Vision and Mission by producing mutually reinforcing framework for educational growth. The cost of the Plan has also been captured as per the agreed strategies and activities for Njabini Boys High School. This is an important budget tool that can be used to solicit for funds from various stakeholders including donor partners, community members, well-wishers and friends. The broad goals guiding the implementation of the Strategic Plan are supported by corresponding objectives each with clear performance indicators. The results of the Strategic Plan will be accomplished through a collaborative approach for effective realisation of the programme results.
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References
Republic of Kenya (1967). The Teachers Service Commission Act (Revised 1968). Nairobi: Government Printer.
Republic of Kenya (1968). The Education Act of 1968 (Revised 1980). Nairobi: Government Printer.
Republic of Kenya (1975). A Manual for Heads of Secondary Schools in Kenya. Nairobi: Jomo Kenyatta Foundation.
Memorandum of Agreement Between Ministry of Education and Kenya Union of Domestic, Hotels, Hospitals and Allied Workers (KUDHEIHA Workers). (1986).
Republic of Kenya (2000). Handbook for Inspection of Educational Institutions. Nairobi: Ministry of Education, Science and Technology, October, 2000.
Republic of Kenya (2006). Code of Regulations. Nairobi: Ministry of State for Public Service.
Teachers Service Commission. (2002). Operational Manual on Teacher Management. Nairobi: Jomo Kenyatta Foundation.
Wango, G. M. (2006). The Legal Framework for Kenya’s Educational System. Nairobi: Kenya Education Staff Institute (KESI).
Wango, G. M. and Mungai, E. K. (2007). Counselling in the School: A Handbook for Teachers. Nairobi: Phoenix Publishers.
Wango, G. M. (2009) School Administration and Management: Quality Assurance and Standards in Schools. Nairobi: Jomo Kenyatta Foundation.
Wango, G. M. (In Process) School Finance Management. Nairobi: Jomo Kenyatta Foundation.
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