Document of The World Bank Report No. 15426-KE STAFF APPRAISAL REPORT REPUBLIC OF KENYA EARLY CHILDHOOD DEVELOPMENT PROJECT March 10, 1997 Africa Technical Human Development 1 Eastern and Southern Africa Africa Region CURRENCY EQUIVALENTS Currency Unit = Kenya Shillings (KSh) US$ 1 = KSh 55 KSh 1.00 = US$ .018 SDR 1.00 = US$ 1.44124 WEIGHTS AND MEASURES Metric System GOVERNMENT FISCAL YEAR July 1- June 30 ACRONYMS AKF Aga Khan Foundation BVLF Bernard Van Leer Foundation CBS Central Bureau of Statistics CCF Christian Children's Fund CHW Community Health Worker DECDIC District Early Childhood Development Implementation Committee DEO District Education Officer DICECE District Center for Early Childhood Education ECD Early Childhood Development GMP Growth Monitoring and Promotion GOK Government of Kenya ICB International Competitive Bidding IDA International Development Association KIE Kenya Institute of Education LCB Local Competitive Bidding MCH Maternal and Child Health MOE Ministry of Education MOF Ministry of Finance MOH Ministry of Health MOU Memorandum of Understanding NACECE National Centre for Early Childhood Education NECDIC National Early Childhood Development Implementation Committee NGO Non-Governmental Organization PIM Project Implementation Manual PMG Pay Master General WMS Welfare Monitoring Survey Vice President: Callisto Madavo Country Director: Harold Wackman Technical Manager: Ruth Kagia Task Team Leader: Marito Garcia Republic Of Kenya EARLY CHILDHOOD DEVELOPMENT PROJECT BASIC DATA A. General Country Data GNP per Capita (US$) 1995 260.0 GNP per Capita (US$) 1994 260.0 Area ('000 sq. km) 580.0 Population (millions) 1994 26.7 Working Age Population (% of Total) 1993 (15-64 years old) 51.3 Urban Population (% of total) 1993 26.0 B. Social Indicators Crude Birth Rate (per 1,000) 1993 36.0 Crude Death Rate (per 1,000) 1993 9.0 Infant Mortality Rate (per 1,000 live births ) 1993 61.0 Stunting in Pre-school Children (%< -2 s.d. ht/age) 1994* 61.0 Wasting in Pre-school Children (%< -2 s.d. weight/lht) 1994* 7.8 Underweight prevalence (%< -2 s.d. weight for age) 1994* 22.5 Immunization Rate of Infants vs. Measles (%) 1993 76.0 Gross Primary Enrollment (%, 1993) Male 92 Female 91 Gross Secondary Enrollment (%, 1993) Male 28 Female 23 Net Primary School Enrollment (%, 1993**) Rural Male 73 Female 74 Urban Male 69 Female 74 Net Secondary School Enrollment (%, 1993* Rural Male II Female 19 Urban Male 21 Female 21 C. Public Expenditure on Education Total Government Expenditure on Education (in millions of Kenyan pounds) 1994/95 1,279 MOE share of total Government Expenditures 1994/95 25% MOE share of GNP 1992/93 6.7% * From Kenya Welfare Monitoring Survey II, conducted by Central Bureau of Statistics/Ministry of Planning and National Development, Nairobi. ** Kenya Welfare Monitoring Survey I, Central Bureau of Statistics, Nairobi Kenya Early Childhood Development Project Table of Contents 1. BACKGROUND .................................I A. Profile Of The Child In Kenya ..........................................l B. Early Childhood Development: The Conceptual Basis ..........................................1 C. Child Development Services In Kenya ...........................................2 D. Issues In Early Childhood Development In Kenya ..................................... . . 3 1. Low Levels of Investment in ECD ..........................................4 2. Quality ..........................................4 3. Efficiency ..........................................5 4. Equity ..........................................6 E. Government Policy And Strategy ..........................................6 1. Sector Policy ..........................................6 2. Sub-sector Policy .........................................6 F. Learning From Other Experiences ..........................................7 1. Lessons from Kenya ..........................................7 2. Other Experiences .........................................7 G. Rationale For Bank/IDA Involvement ..........................................8 H. Role Of Other Donors ...........................................9 2. THE PROJECT ................................ .. 10 A. Project Objectives And Strategy .......................................... 10 B. Scope, Phasing And Targeting .......................................... 10 C. Detailed Project Description ..........................................11 Project Components ..........................................11 D. Project Management And Coordination .......................................... 15 E. Monitoring And Evaluation .......................................... 17 3. PROJECT COST AND FINANCING . . .......................... 19 A. Project Cost ...........................................19 B. Recurrent Cost And Pricing Sustainability ......................................... . 20 C. Financing Plan ................................................ 20 4. PROJECT IMPLEMENTATION . . ............................. 22 A. Project Preparation ............................................... .. 22 B. Implementation Schedule ................................................ 22 C. Project Implementation Manual ................................................ 23 This report is based on an IDA appraisal mission which visited Kenya in February 1996. This mission was led by Jayshree Balachander (nutrition management specialist), and included Marito Garcia (human resource economist) who assumed task management in July 1996, James Kamunge (educator based at the World Bank Resident Mission) James Green (nutrition adviser), Anil Deolalikar (economist), Kaori Miyamoto (operations analyst), Colin Lyle (accounting specialist), and Fred Kranz (procurement specialist). The World Bank resident mission staff assisted the appraisal mission including: Richard Anson (senior operations officer); Nyambura Githagui (NGO specialist); John Nyaga (audit and accounts specialist); Mbuba Mbungu (procurement); and Peninah Nyakweba (administrative support). The lead adviser was Jacques van der Gaag (HDD), and peer reviewers were Xavier Coll (LAIHR). F. Reza and V. Saldanha provided administrative support and assisted in the processing and production of this document. Ruth Kagia is the technical manager, Harold Wackman is the country director and Kenichi Ohashi is the country program coordinator. D. Procurement ................................ 23 E. Disbursements .26 1. Disbursement Percentages .26 2. Required Documentation .27 3. Special Account .27 F. Accounts And Audits ..28 5. EXPECTED BENEFITS AND RISKS . .30 A. Benefits..30 B. Impact On Women .31 C. Enviromnental Impact .31 D. Project Risks .31 E. Program Objective Category .32 6. AGREEMENTS, ASSURANCES AND RECOMMENDATIONS .. 33 TABLES Table 1 Sub-sectoral Allocations of the MOE's Recurrent Budget. 4 Table 2 Project Cost Summary .19 Table 3 Annual ECD Expenditure Per Child by Source .20 Table 4 Financing Plan .21 Table 5 Summary of Procurement Arrangements .26 Table 6 Estimated IDA Disbursement Schedule .26 Table 7 Allocation and Disbursement of IDA Credit .27 ANNEXES Annex A Letter Of Sectoral Policy Annex B Teacher Performance Improvement and Training Component Annex C Community Capacity Building and Mobilization Annex D Health and Nutrition Pilot Annex E ECD Community Grants Component Annex F Project Management and Coordination Annex G Monitoring and Evaluation Component Annex H Detailed Project Cost Breadown Annex I Project Implementation Manual Outline Annex J Cost-Benefit Analysis Annex K Disbursement Schedule by Quarter MAP IBRD No. 26150 KENYA EARLY CHILDHOOD DEVELOPMENT PROJECT CREDIT AND PROJECT SUMMARY Borrower Republic of Kenya Implementing Agencies: Ministry of Education, National Center for Early Childhood Education, NGOs Beneficiaries: Children ages 0-8 years in low income households Poverty: Program of Targeted Interventions Amount: SDR 19.3 million (US$ 27.8 million equivalent) Terms: Standard IDA Terms with 40 years maturity Financing Plan: IDA US$ 27.8 million Government of Kenya US$ 5.3 million Donors US$ 2.0 million US$ 35.1 million Commitment Fee: Standard (a variable rate between 0-0.5% of the credit balance, set annually by the Executive Directors of IDA) Net Present Value: US$ 94 million (see Annex J) Staff Appraisal Report: Report No. 15426-KE Map No.: IBRD 26150 Project ID No.: 34180 KENYA EARLY CHILDHOOD DEVELOPMENT PROJECT 1. BACKGROUND A. PROFILE OF THE CHILD IN KENYA 1.1 The Kenyan child's chances of survival have improved dramatically since the 1960's. The country's infant mortality rate fell from 120 to 62 between 1963 and 1993 and the under five mortality rate from 200 to 96 in the same period. However child quality indicators such as levels of morbidity, nutritional status and educability show that much remains to be done. Improvements in these indicators seem to have stalled and in some cases reversed in the last decade. In the pre-school age group (0-6 years of age), stunting - an indicator of chronic malnutrition - was estimated to be 34% in the Demographic and Health Survey (1993), up from 32% in 1987. A 1994 UNICEF survey found 80% of pre-school children surveyed to have worm infestations while more than 50% suffer from anemia. Amongst primary school age children, a UNESCO survey (1992) found poor health and nutrition status, rising rates of grade repetition, absenteeism, poor classroom performance and school dropout. Grade repetition rates are 13% of total enrollment in primary school. About 20% of children who enroll in primary school do not complete Standard IV, and 57% do not complete Standard VIII. 1.2 Further, these averages mask large differences by economic group and location. For example, mortality is more than twice as high for children of mothers with incomplete primary education compared with those with secondary education or higher and four times as high in the Western and Coast provinces as in Central province. Malnutrition is 60% higher in rural than in urban areas and higher in children of mothers with incomplete primary education than those with secondary education. The poorest decile has a net primary school enrollment of only 62% as compared with 80% for the top decile. Children from poor households therefore have a higher risk of mortality, are more likely to be malnourished and less likely to attend school than the average Kenyan child. Of the 6 million children in Kenya under the age of six, about half are fromfaamilies below the poverty line. B. EARLY CHILDHOOD DEVELOPMENT: THE CONCEPTUAL BASIS 1.3 Early childhood development (ECD) is crucial for human capital formation and for enhancing the educability of children. There is an increasing body of scientific literature pointing to the importance of the first few years of life from the point of view of human physical, mental and social development. Developmental deficiencies that occur Background 2 during this period are difficult and sometimes impossible to reverse. Inadequate physical and mental development of children in the pre-school years lead to delayed school enrollment, and subsequently to poor progress and performance in school. ECD programs can help upgrade the quality of human resources going into the primary school system. ECD programs are an excellent preventive investment for groups with potential learning difficulties. A number of studies have confirmed that deficits in intellectual development in pre-school children that accompany poverty and malnutrition can be prevented through improved diets, learning experiences and health surveillance. The family is the primary provider of the needs of pre-school children for good nutrition, prevention of disease and stimulation. However, the increasing participation of women in the labor force, the numbers of female headed households, and changing family structures and childrearing practices have created new demands for external support. ECD programs are often the first opportunity for inexperienced parents to learn parenting skills. Furthermore, ECD programs do release mothers to work and supplement family income, and elder siblings (especially sisters) to go to school. 1.4 Early childhood development programs are usually based on a curriculum arising formn a specific theory of early education - the cognitive developmental approach (where teacher and child are active participants), the didactic instruction approach, where the child is passive and the traditional play based nursery school approach in which the teacher is passive, but the child is an active participant. Evaluations of the different approaches suggest that the choice of approach is less important for success than consistency and quality. Flexible and culturally appropriate approaches are most cost- effective and sustainable. Box 1 Childcare on Tea Plantations A client consultation study describes the daily routine of a tea-picker in Kericho, mother of a one-year old in her words as follows: "I'm up by 4.30 am, make uji (porridge), after drinking, wash utensils, and leave at 6.30 a.m. to pick tea. After I leave, my older pre-school child takes care of the baby, taking him with her to the ECD center. I come home by 5 p.m. After work, I look for vegetables and on Sundays I fetch firewood. While the vegetables cook, I bathe, and by 6 p.m., I cook supper. By 7.30 p.m. we are all in bed! The elder daughter washes up. I spend 2-3 hours of my waking time each day with my children". C. CHILD DEVELOPMENT SERVICES IN KENYA 1.5 The demand for ECD services in Kenya has increased as a result of increasing numbers of nuclear families with working/single-parents, most of whom are poor, seeking safe custodial care for their children. Results from the Kenya Poverty Assessment (1995) indicate that a third of rural households are female-headed. These rural households, and those in plantation areas and urban slum settings, have the greatest need but are least likely to have access to quality child care. (see Box 1). Parental interest in giving children a head start in education and providing opportunities for socialization are other reasons for the growth of ECD centers. More and more children entering primary schools have had some pre-school experience and in some areas, pre-school experience is mandatory for admission to primary school. Background 3 1.6 The demand for ECD services has resulted in the establishment of a network of about 20,000 child development centers, mostly in rural areas, covering 1 million children primarily in the age group 3-6. The community has been the most important partner in the development of the centers, taking responsibility for the provision of physical facilities, caregiver salaries, organization of feeding programs and the provision of learning and play materials. There is, however, wide variation in the type and quality of services provided by these centers. Some communities receive financial and supervisory support from NGOs and local govermments. 1.7 In the 1970s, GOK Box 2 NACECE stepped in to provide training NACECE has been developed largely with the assistance of support and supervision for the the Bernard van Leer Foundation and has been deeply centers. In 1984, the National influenced by the philosophy and style of the NGO. The Center for Early Childhood institution can take much credit for the community mobilization that has resulted in the rapid expansion of ECD Education (NACECE) was centers in Kenya and for a having developed a quality established at the Kenya training program. NACECE is a leader in ECD in the Africa Institute of Education. region, acting as a Regional Resource Center and the interim NACECE was made home of the Africa ECD network currently being developed responsible for the training of as a working group of the Donors to African Education responsible ~~~~(DAE) group. trainers, curriculumD development, research and coordination. Over a 10-year period, with the assistance of the Bernard van Leer and Aga Khan Foundations, NACECE has developed a highly effective training curriculum and methodology incorporating adult learning and participatory technologies. 1.8 The present ECD program is administered through three sections of the Ministry of Education: (i) NACECE, which is responsible for technical aspects such as training and curriculum development; (ii) the Pre-school Section of the Ministry of Education which handles administrative matters such as registration of pre-schools, coordination with donors and NGOs, policy guidelines, and inter-sectoral coordination; and (iii) the MOE's inspectorate department which is responsible for the maintenance and monitoring of standards of the program. The Ministries of Health and Culture and Social Services sometimes collaborate in the provision of services. In order to increase participation of various partners at the grassroots level, MOE decentralized the program by establishing the District Centers for Early Childhood Education (DICECE), which are responsible for training of pre-school teachers, developing localized curriculum and mobilizing parents and communities and sponsors. In 1995, 57 districts in Kenya had full fledged (with residential training facilities) or associate DICECEs. D. ISSUES IN EARLY CHILDHOOD DEVELOPMENT IN KENYA 1.9 Despite a number of significant achievements in pre-school enrollment, some important issues relating to program funding, quality, efficiency and equity need to be addressed. Background 4 1. Low Levels of Investment in ECD 1.10 Although well documented research findings stress the importance of early childhood development for long term human resources development, GOK investment in this sub-sector is very small. The government budget allocated to pre-school education was less than one percent of the Ministry of Education budget in 1994. Sub-sectoral allocations within the MOE's recurrent budget are shown in the following table: Table 1 Sub-sectoral Allocations of the MOE's Recurrent Budget (Percentage shares) 1992/93 1993/94 1994/95 Pre-primary 0.1 0.1 0.1 Primary 57.0 59.0 55.0 Secondary 17.0 18.0 21.0 University 17.0 16.0 17.0 Other 8.0 7.0 7.0 1.11 GOK's contribution to pre-primary education is approximately US$ 0.60 per child year. Corresponding GOK investments at the primary, secondary and university levels are US$ 38, US$ 107 and US$ 1,400 (Kenya PER, 1994). The contribution of local governments is uneven and diminishing. Government funds are almost exclusively for payment of salaries. The 1994 Welfare Monitoring Survey (CBS) showed that households are already spending about KSh 1,000 per year on average per pre-school child on ECD services, an amount comparable to household expenditure on primary education. Clearly GOK is under investing in this sub-sector. However, the Government's role mobilizing communities and parents should be emphasized alongside this scaling-up of investments in ECD. The sustainability of the program depends on the ability of commnities to support the new allocations to this sector. 2. Quality 1.12 Untrained Teachers. As a result of the low overall funding levels for this sector, associated problems in the quality of pre-school ECD program have come into focus, the most serious of which is teacher quality. Pedagogical and practical skills in early child development are important for the effectiveness of ECD teachers and their capacity to deliver a quality ECD program. Only a third of the pre-school teachers have had any training in early childhood development. The present training system which is based on a two-year in-service course introduced in 1985 had been developed and refined with donor support and experience. Training is conducted in 18 residential DICECE in the country. The main problem with the system is that training capacity is roughly 1,200 teachers per year against a backlog of about 17,000 who need training and another 5,000 who require refresher training. Under the present system, 20% of the training cost is borne by the trainees or communities who sponsor them. Community sponsorship of teachers is poor as many cannot afford to pay training costs. Background 5 1.13 Inadequate SupervisionlDICECE Capacity. Each DICECE supervises on average 350 pre-school centers--from 50 in the smallest district to 760 centers in the biggest district. With a typical staff of 6 persons per DICECE of which half of the positions are vacant, and little or no transportation facilities, supervision is inadequate particularly in districts with dispersed populations. Many centers are not visited at all by supervisors who themselves are not sufficiently funded to move around their allotted areas. 1.14 Virtual Absence of Health and Nutrition Services. The period from birth to six years of age is the most vulnerable phase of a child's growth and development, when adequate care and a sufficient diet are required for building a strong and healthy individual. In existing pre-school centers health and nutrition services are hardly provided. A 1991 UNICEF evaluation indicates that only 20% of the centers had any form of feeding programs. Health check-ups, growth monitoring and immunization are generally not performed in these centers. 3. Efficiency 1.15 Community Capacity. Community pre-schools are poorly organized and managed. The overall resource constraint is exacerbated by the lack of initiative and capacity of the pre-school committees to raise and manage finances. Communities do not provide adequate support to teachers, compensate them poorly and are reluctant to improve facilities, provide materials or attend meetings. In many communities classes are held in the open and under trees. There is generally overcrowding as the space overall is small and classes are usually large-ranging from 20 to as many as 100 children. Improving the ability and will of the community capacity to manage the pre-schools is critical to improving the efficiency of the system. 1.16 Participation of Under-Three Year Olds. The first three years are crucial in the physical and psycho-social development of a child. In recent years, as a result of increasing numbers of women joining the labor force, urbanization, increase in female- headed households and increasing commercialization of farming, many centers in urban and plantation areas are reporting a larger presence of children under the age of 3 in pre- school centers. At present GOK has no policy with respect to the care of under threes in ECD centers and the kinds of services that must be offered to address the special needs of this age group. 1.17 Conditions in Lower Primary School. ECD centers are oriented to providing a stimulating child-centered environment where children learn through play. The teaching philosophy and methods in the lower grades of primary school are not consistent with ECD experiences causing problems of transition for children entering the primary school system. The high drop out rates in grades 1 and 2 are partly attributable to difficulty of children in adjusting to the formal school system. There is therefore a need to reconcile teaching methods and curricula to strengthen the linkages and smooth the transition into primary school. Background 6 4. Equity 1.18 Limited Access. Gross enrollment data from the Ministry of Education indicates that about 35% of children between 3 and 6 are attending pre-school centers. Net enrollment is not easy to ascertain although data from the 1994 Welfare Monitoring Survey suggests a net enrollment of about 15%. Attendance in pre-schools varies substantially between the beginning and end of school term. District level data indicates low participation rates in arid and semi arid regions, in parts of the coastal and western provinces and in urban slums. Access by the poor even within districts with high coverage are very low. This is due to distance from schools and inability to pay school fees. E. GOVERNMENT POLICY AND STRATEGY 1. Sector Policy 1.19 The 7th Kenya National Development Plan (1994-1997) emphasizes universal primary enrollment by the year 2000 and improved transition to secondary education. Table I shows the current distribution of the MOE budget which is minuscule for pre- school education, and heavily skewed in favor of university education on a per capita basis. Recent policy initiatives for a better balance in intra-sectoral allocation include cost sharing in public universities and the introduction of bursaries at the secondary level. These policy initiatives stem from a reduction in the growth of primary enrollment rates as well as transition rates from primary to secondary. A major review of the education sector, recently completed, identifies a series of additional cost savings initiatives as well as costed improvements that the Government can take to reverse the negative trends to access, equity and quality of education in the country. Discussions are underway to refine and prioritize these recommendations in order to develop an appropriately timed and comprehensive action plan from which to move forward. 2. Sub-sector Policy 1.20 The Ministry of Education assumed responsibility for coordinating early childhood development in 1980. Policy in this sub-sector has evolved over the last decade and important aspects are articulated in the Sessional Paper No. 6 of 1988 and National Development Plans (1989/93, 1994/96). Highlights of the policy include: (a) the principle of partnership between parents, communities, NGOs, donors and government; (b) recognition of the need to provide integrated services that meet the social, emotional, cognitive, health, nutrition and care needs of children; and (c) the importance of empowering families and communities to meet the needs of children. 1.21 A Letter of Sub-sector Policy outlining policies that will be implemented as a result of the project has been submitted to IDA by GOK (see Annex A). It includes the following commitments: (a) increased budgetary allocation for the sub-sector to at least 1.0 % of the recurrent MOE budget at expiry of the IDA credit; (b) increased training and support of pre-school teachers; (c) strengthening of the management of ECD services Background 7 from the community to the national level; (d) improved sustainability of ECD services and access by the poor; (e) establishment of inter-sectoral coordination and linkages; (f) development of policy approaches for the care of children under 3 years of age; and (g) establishing linkages between pre-school and primary school. The final Letter of Sub- sector Policy, a condition of Board Presentation, was received by IDA on May 23, 1996. F. LEARNING FROM OTHER EXPERIENCES 1. Lessons from Kenya 1.22 The Aga Khan Foundation, while evaluating its support to preschools in Kenyan Muslim communities since 1986, identified the ability and willingness of communities to manage and finance their pre-schools as the critical factor affecting quality and sustainability. Communities need to be aware of the importance and benefits of early childhood education and be willing and able to pay for it. Teacher qualifications and training and opportunities to network with peers and communities as well as class size and the availability of teaching aids were also identified as important factors affecting quality. The foundation has identified the linking of community pre-schools with a mechanism for training (and supervision) that is technically, organizationally and financially sustainable. 1.23 The Christian Children's Fund which established an office in Nairobi in 1973 is assisting 36,000 children and their families in 78 projects in Kenya. The projects include, but are not confined to support to pre-schools. For all programs, money is transferred to the community and is managed by a team consisting of a chairperson, secretary and treasurer with the approval of a parents' committee. Communities have to complete basic management and financial training and employ acceptable accounting procedures before they receive funds. The main lesson from the CCF experience is that community capacity to manage funds is normally distributed with the bulk of the communities having a satisfactory to good performance. Financial misappropriations had been rare due partly to the financial controls instituted and to the training in management. 2. Other Experiences 1.24 A World Bank sector report on Early Child Development (Young, 1994) classifies ECD projects as following one or more of the following approaches: (a) delivering services to children through home-based or center-based care; (b) training caregivers and educating parents; (c) promoting community and women's development; (d) strengthening institutional resources and capacities; and (e) strengthening public awareness and demand. Significant ECD projects include Integrated Child Development Projects in India and Bolivia, Colombia's Child Development Project, Mexico's Initial Education Project, Chile's Parent and Children Program and the Headstart program in the United States. 1.25 Based on research findings and field experience, the following factors have been identified as important for effective ECD programs: (i) worker selection, training and Background 8 supervision; (ii) community and family involvement/participation; (iii) integrated (health, nutrition, education) inputs; and (iv) flexible, non-formal and culturally appropriate approaches. 1.26 Worker Selection, Workload, Training, Supervision. Carefully defined recruitment criteria for workers drawn from the local community so that they have knowledge of and access to their clients and are trusted by them are the basic common factors of effective programs. Workloads that are manageable and focus on high priority tasks, decentralized training systems that are reinforced by networking and supportive supervision to demonstrate problem solving approaches and provide on the job training are other important common features. 1.27 Community and Family Involvement. Households and communities bear primary responsibility for the care and development of children and their participation is crucial to the success of child development programs. Mothers, fathers, grandparents and siblings are important caregivers and need to be empowered to provide for the developmental needs of children. Well designed ECD programs involve the community in needs assessment (via client consultation studies) and in the implementation, monitoring and evaluation of the program. 1.28 Integrated Inputs. To meet the holistic developmental needs of a child, health, nutrition and education inputs are required. Weakness in any one aspect exacerbates weaknesses in others. For example, the frequency and severity of illnesses is greater in children who are malnourished than those who are not. Children who are sick and malnourished are less likely to benefit from stimulation/education inputs. Moreover, the synergistic linkages between the health, nutrition and psycho-social development of a child ensure that the benefits of the inputs together is greater than the sum of the benefits of the individual inputs. It does not follow from an implementation point of view that all three inputs have to be delivered by a single implementing agency but that their delivery/availability at the level of the child/community has to be coordinated. G. RATIONALE FOR BANK/IDA INVOLVEMENT 1.29 Human resources development is the cornerstone of IDA' s social sector strategy and ECD provides the foundation for human resources development. Available evidence suggests that such investments yield substantial benefits, in particular for children from poor households. Current levels of investment in ECD by poor families in Kenya and by GOK are inadequate to provide the required minimum package of ECD services. IDA can fill the resource gap and use its vast experience in ECD in Latin America and Asia to help maximize the returns to the investment. 1.30 The project will increase the effectiveness and efficiency of existing ECD services in Kenya and will extend access of such senrices in targeted areas and to poor households. Without the project, the expansion of ECD services in Kenya would be slower, many of those needing ECD services would not have access to them and the impact of such services would be less than with the quality improvements that will result from the project. The project will help implement one of the recommendations of the Background 9 Kenya Poverty Assessment by developing human resources in poor households and is consistent with the Kenya Country Assistance Strategy that recommends targeted interventions for vulnerable groups. H. ROLE OF OTHER DONORS 1.31 The main donors supporting early childhood education in Kenya for the last twenty years have been the Bernard van Leer and Aga Khan Foundations. UNICEF supports ECD activities in 11 districts including training of personnel, community mobilization, curriculum development, health and nutrition activities and research and evaluation. The Van Leer and Aga Khan Foundations have been primarily involved in support to the NACECE and in developing training, community mobilization and health and nutrition activities. While the financial contribution of the donors is quite small they have been very important in supporting the indigenous development and expansion of ECD services in Kenya. NGOs such as the Christian Children's Fund, Action Aid, CARE and various church groups have sponsored significant numbers of child care/development centers. The Project 10 2. THE PROJECT A. PROJECT OBJECTIVES AND STRATEGY 2.1 The development objective of the project is to improve quality and educability of children in poor Kenyan households. The project seeks to achieve the following impact: (a) improved child cognitive and psycho-social development; (b) improved child health and nutrition; (c) increased school enrollment at the appropriate age; and (d) reduced dropout and repetition rates in lower primary school. An important collateral objective would be to improve the human capital potential specifically of poor and otherwise disadvantaged pre-schoolers as measured through increased access to ECD services and consequent changes in the above impact indicators. 2.2 The project would follow a two-pronged, phased strategy. First, it would help Kenya systematically upgrade the quality and ensure the sustainability of existing community owned and managed ECD centers by introducing and adapting best practices in the management of these centers. Second, it would pilot a set of targeted interventions to improve access to such services for poor communities and disadvantaged households. The project would consist of two core components: (a) improving ECD worker training, performance and supervision; and (b) community capacity building, mobilization and parenting education. Three pilot interventions will test options to develop cost-effective, replicable models for: (a) improving the financing of ECD services in poor communities by way of community grants; (b) raising nutrition and health standards of pre-schoolers, including those in the particularly vulnerable first three years of life; and (c) smoothing the transition from pre-school to primary school. Both expansion and pilot-testing would be introduced gradually in phase with improved community and Government management capacity. B. SCOPE, PHASING AND TARGETING 2.3 The project is targeted to 1.5 million pre-schoolers ages 0 to 6 years in poor households. The program also covers parents of these children Selection of districts for the implementation of the various pilot packages is based on health and nutrition indicators, availability of ECD services, primary school enrollment rates, drop out and repetition rates and income. The project would operate in selected districts throughout Kenya. It would initially concentrate on upgrading the performance and management of around 20,000 existing ECD centers which serve an estimated one million pre-school children through teacher training and community capacity building. During this first stage, pilot mechanisms for increasing ECD participation by poor children and improving the scope and coverage of services would be developed and refined. A second stage, involving the implementation of those pilot mechanisms along with expansion of ECD services to new areas, would take place as soon as the core program improvement components have stabilized. Thus implementation of the proposed nutrition and health package, transition program and community grants would take place during the second stage. Necessary strategic adjustments will be made at the end of the third year after a The Project 11 mid-term evaluation and last two years of the five year project will be devoted to a consolidation phase. 2.4 The Health and Nutrition component will operate in 14 districts namely, Lamu, Kiambu and Thika plantations, Isiolo, Makueni, Mwingi, Garissa, Kisumu, Migori, Baringo, Trans Nzoia, Samburu, Turkana and Mt. Elgon. The Community Grants Pilot component will be carried out in the following districts: Taita Taveta, Mombasa Tana River, Nyeri (Kieni) Tharaka Nithi, Wajir, Siaya Nyamira, Suba, Keiyo, Nandi, Marakwet, Narok, Bomet, Busia and Nairobi slums. The transition pilot will cover all districts but only in primary schools which have a pre-school within the compound. C. DETAILED PROJECT DESCRIPTION Project Components 2.5 Improved Teacher Performance Component (US$ 5.0 million). The teacher is a key determinant of service quality at the ECD center and his/her effectiveness is determined by the teacher's qualifications and training, supervision and support. At present, initial teacher training consists of a two year in-service program including 6 residential sessions of approximately 18 weeks during school holidays. About 1,200 trainees are admitted to the course each year but the demand far exceeds the number of available spaces. "Short courses" are conducted to meet the immediate training requirements of some teachers who are not admitted to the regular training program. Of approximately 27,000 pre-school teachers in the country, more than 17,000 have not received any training. The most pressing issue relating to the ECD effort in Kenya is to train the vast numbers of pre-school teachers already teaching children. 2.6 The project will improve and expand current training courses. Training will be offered to 13,000 teachers in the two year training courses respectively over the project implementation period. The two year courses will take place in districts with facilities for residential training. A nine-month induction course will be organized for the training of trainers (TOT). The TOT will be improved to include adult learning and participatory methods skills. 250 DICECE trainers will receive training during the course of the project. The Pre-school Teacher Education Panel would meet at least once every six months to review the training plan and recommend changes. The additional training needs will be met by a combination of the following strategies: (a) staffing of DICECEs up to the full complement of six trainers and upgrading of select Associate DICECEs; (b) a revision in the content and methodology of each residential session; and (c) identification of alternate resources including distance education for the training of pre- school teachers. A covenant to ensure adequate staffing of the DICECEs with qualified persons will be included in the credit agreement. 2.7 A five week orientation course will be organized for 8,550 teachers in the first three years of the project. This course would help meet the needs of untrained teachers who cannot be admitted initially to the two year program and will provide the foundation for later in-service training. This overview course would consist of 5 modules covering The Project 12 basic child development, health and nutrition, pre-school activity areas, participation, parent education and professionalism. The course will be offered in locations accessible to the ECD teachers. Course notes would be prepared in a loose-leaf notebook format so that the same materials can be built upon during later training programs. Short courses of two week duration will be conducted to serve the needs of refresher training and to help trained teachers upgrade their skills. NACECE will be responsible for developing the introductory course and evaluating its implementation in collaboration with the Pre- school Teacher Education Panel. Costs associated with this course include the development of curriculum, printing of course materials, training of trainers and fees for trainers. Participants will be required to make a contribution toward the cost of training. 2.8 Teachers will receive supportive supervision from DICECE staff and other MOE personnel and opportunities to meet in an in-service review/training session at least once every term and to network and share experiences. The selection of teachers for training and the examination process will be streamlined. Details of this component are included in Annex B. 2.9 Community Mobilization and Capacity Building (US$ 3.5 million). This component is designed to: (1) mobilize parents and communities to increase the rate of enrollment in ECD and improve the quality of ECD services; (2) improve the community's capacity to organize, manage and monitor ECD services; and (3) to equip parents and communities with relevant parenting skills. A detailed description of this component is included in Annex C. 2.10 Project orientation sessions will be held at the national and district levels to familiarize personnel from the different ministries and NGOs about project objectives and activities. Traditional venues for community mobilization such as harambee (fund raising) meetings, folk media, agriculture shows, PTAs, religious meetings and barazzas (meetings of the chief) will be used as opportunities to promote ECD. Community based resource centers will be developed in targeted districts. Linkages will be made with existing Family Life Training Centers. IEC materials including posters, flash cards/charts, radio programs and other mass media campaigns will be developed as part of a social marketing strategy to improve ECD. In districts where pilot activities are proposed, community participatory development workshops will be used to build management capacity in pre-school committees. Communities will learn to prioritize ECD needs and inputs, elect a management board and define the tasks of the office bearers. These will include defining gaps in service and how to fill these, identification of available resources and coordination of inputs, as well as supervising performance. This training will be a prerequisite for communities receiving the pilot components. The target for this sub-component is to build management capacity in a total of 4,500 communities during the implementation of the project. 2.11 Caregivers who will receive parenting education will include mothers, grandmothers and childminders employed to provide care for very young children. The training will cover the following subjects: milestones of child growth and development, needs of children in different phases of growth and development, how children learn, care and stimulation, the role of play, etc. The training will be conducted through workshops, The Project 13 seminars and demonstrations lasting for about 2 weeks. Participatory approaches will be used. Each training session will cover about 30 caregivers. This component will be implemented where necessary with the assistance of NGOs who will be contracted at the district level. Costs associated with this component include development of communication materials, training, transportation and meeting costs. 2.12 Health and Nutrition Pilot (US$ 4.5 million). The health and nutrition component would test a replicable model emphasizing prevention and promotion to optimize health and nutrition standards of pre-school children at the community level. The component would initially focus on two target groups: children 3-6 years of age who attend ECD centers, and children 1-3 years of age who constitute the next generation of center beneficiaries. Efforts will also be made to involve the lower primary classes. The principal interventions would be improved caring practices and community-based health and nutrition services. Attention would be paid to improving growth patterns of children under 1 year of age through parent education for better maternal breastfeeding and weaning practices, immunization, feeding and rehabilitation of malnutrition, routine de- worming in high-prevalence areas, micronutrient supplementation (iron, Vitamin A and iodine in goiter areas), health, nutrition and developmental screening at entry to and exit from ECD centers, diagnosis and treatment of common conditions, as well as referral to higher levels of care (health center/district hospital). Parental education will also be provided to promote improved health behavior and child care in the home and environmental health. 2.13 The health and nutrition pilot will be implemented in about 2,000 existing and new centers in 10 districts selected on the basis of high levels of stunting and low levels of service coverage. The component would test two different modes of delivery: (a) a GOK model, where the pre-school committee selects a community health worker (CHW) and the health department provides technical supervision and provides supplies; and (b) an NGO model, where a community selected CHW receives support from an NGO who does the initial training and periodic follow-up in collaboration with the health department. The pilot would be implemented in five different divisions annually beginning in the second year of the project and would finance training, equipment, medications, and incremental operating costs. Any procurement of drugs and supplies under this component will conform to Bank procurement guidelines. Details of this component are described in Annex D. 2.14 Community Grants/Support Pilot (US$ 5.0 million). The objectives of this component are: (a) to assist the poorest communities in developing financially viable and sustainable ECD services; (b) to assist the most needy pre-school children to access ECD services; and (c) to test community-based innovations for financing, managing and implementing ECD efforts. The WB (1995) series of studies on early child development show that community owned and managed early child development centers (ECD) rely almost exclusively on parents' fee contributions for operating and maintenance costs, and receive virtually no direct contributions from government. These centers lack sustainable financing since fees are inadequate and irregular and are therefore insufficient to pay for recurrent costs such as teacher salary, learning materials, maintenance of facilities or for The Project 14 feeding or health services. Committees need to improve the sustainability of these centers and develop alternative models for ECD. 2.15 This pilot will provide ECD grants for 2,000 community/parent-owned ECD centers in order to provide them with a steady income stream to meet monthly recurrent costs. The maximum grant amount per center over the four years of the project will be KSh 125,000 ($2,500). One model proposes that an ECD Trust Fund be created where applicable. The Trust Fund will be held in a protected interest bearing trust account in the nearest approved bank with three signatories designated by the ECD Committee. The account can be used to pay for the center's eligible expenditures (such as augmenting teachers salaries, learning materials, center improvements, bursaries and school health and nutrition). Every month the ECD committee will deposit the fees collected and make withdrawals against pre-approved budget for eligible expenditures which must be submitted together with the withdrawal request. Every quarter, the statements of expenditure will be sent to the DICECE/NGO with monthly budgets attached for accounting and auditing purposes. 2.16 The annual interest earnings on capital would then enable the community to fund a significant proportion of the operating expenses of the ECD center. Parents will continue to pay fees (except where it is agreed that fees may be waived in respect of the poorest families) and any savings can be used to periodically increase the capital fund. The community will be encouraged to further build up the fund since inflation is likely to eat up the capital if no new funds are added or if fees are not consistently collected. 2.17 This financing mechanism is intended to make the ECD center financially self- sustainable beginning in the third year of the project. The purpose of the piloting is to understand and learn from the experience. Technical assistance in self-management, accounting, fund raising (by income generating activities), planning and budgeting will be provided. A description of the procedures for selecting the centers, making the award and accounting for the funds at each level is in Annex E. Individual approaches will be detailed in a Memorandum of Understanding (MOU) to be signed with the selected NGO and approved by IDA. 2.18 Pre-school to Primary School Transition: (US$ 0.8 million). The high drop out rates between the first and second grades in Kenya have been attributed in large measure to the harsh learning environment in lower primary schools. It is proposed to remedy this situation by harmonizing the curriculum and teaching methods in the lower primary school with those of pre-school. This component will be piloted in those primary schools which have pre-schools attached, i.e., those that share the same premises and management committees. The component will facilitate interaction between the pre- school and lower primary classes. Project inputs will include the development of teaching methodologies and curriculum for lower primary school, retraining of primary school teachers, field education officers and primary teachers' college tutors. Appropriate teaching materials will be developed. 2.19 Institutional Strengthening, Monitoring and Evaluation (US$ 9.7 million). This component will strengthen the ECD section of the Ministry of Education and The Project 15 NACECE to manage and implement the program. This involves training and capacity building for national and district level management. It also involves the set-up of monitoring and evaluation capacity. D. PROJECT MANAGEMENT AND COORDINATION 2.20 The National Steering Committee. A description of project management and coordination arrangements is in Annex F. The project will receive overall policy and strategic direction from an intersectoral ECD Implementation Committee (NECDIC) chaired by the Permanent Secretary, Ministry of Education. The composition and terms of reference of the committee must be satisfactory to IDA. The Committee would meet at least once a quarter to discuss and approve project work plans and budgets, review project progress and impact and discuss policy issues arising from the implementation of the project. Constitution of the NECDIC is a condition of Board Presentation. 2.21 The ECD Section of MOE. The Permanent Secretary, Ministry of Education (MOE), would have overall responsibility for project management, coordination and the overall flow of project funds. The ECD Section in the Directorate Division of the Ministry of Education will be strengthened and the head, whose qualifications and experience will be satisfactory to IDA, will be named Project Coordinator. The Project Coordinator will: (a) be the Secretary of the ECD Implementation Committee; (b) facilitate project coordination and implementation and monitor project progress; and (c) handle IDA's administrative requirements. The ECD section will be strengthened with new professional positions for Monitoring and Evaluation, Health and Nutrition and Community Capacity Building, Accounting and Supplies, and two support staff. These position have all been filled up. 2.22 The National Center for Early Childhood Education. NACECE is managed by a Coordinator and Deputy Coordinator and has 12 professional staff in 6 sections responsible for training, curriculum, child growth and development, community education, resources management and research and evaluation. The filling up of key vacancies is a condition of effectiveness. Proposals for strengthening this establishment are under consideration of the Kenya Institute of Education. Job descriptions of existing staff and a staff development plan satisfactory to IDA are to be included in the Project Implementation Manual. Funds have been allocated for obtaining the services of technical specialists as necessary. Assurances will be sought that NACECE will be staffed with suitably qualified persons throughout the project period. 2.23 The District/Municipal Steering Committee. An intersectoral District ECD Implementation Committee (DECDIC) will be constituted at the district municipal level and would meet each month to plan and monitor project implementation and coordinate the activities of all actors involved in the delivery and promotion of ECD services at the district level. The Committee will be chaired by the District Education Officer and the Program Officer, DICECE will be the Secretary. 2.24 District Centers for Early Childhood Education. DICECEs will be staffed up to the full existing establishment of 6 trainers and staff strength will be increased to 8 in The Project 16 some DICECEs by the end of the project. This will involve the filling up of 66 vacant positions (for which the process has already been initiated by the Teachers' Service Commission), and the establishment of essential new positions during the course of the project. Supportive technical supervision of pre-school teachers and their ECD activities would take place through quarterly visits from DICECE trainers. DICECE will be strengthened with necessary equipment and supplies and improved mobility. NACECE would have a general oversight role in regard to DICECE supervision. Assurances will be sought at negotiations that DICECE will be adequately staffed during the project period. 2.25 Pre-School Committees. Communities themselves would continue to have principal responsibility for ECD centers. The management capacity of pre-school committees would be strengthened, parenting education would be provided and communities would be mobilized for greater participation and involvement in ECD services. Pre-schools attached to primary schools would be managed by statutory community primary school committees, whose membership would expand to include the pre-school teacher and representatives of parents of pre-school children. Terms of reference and composition of the committees are elaborated in the Project Implementation Manual must be satisfactory to IDA. 2.26 Management of Individual Components. (a) NACECE will be responsible for implementing the core components of Improved Teacher Performance/Training and Community Mobilization and Capacity Building. (b) Two implementation models will be tested under the Community Grants and Health and Nutrition components. In the first model, NGOs will be selected at the national level to implement the pilots in selected districts according to a Memorandum of Understanding (MOU) signed by the NGO and GOK and approved by IDA. The signing of an MOU with at least two national NGOs is a condition of credit effectiveness. The selected NGO will mobilize the communities, administer grants, supervise related activities, train Community Health Workers and Committees and provide logistic and material support for the activities agreed upon in the MOU. In carrying out the above activities, NGOs will work in collaboration with established government machinery and other agencies in the district. Criteria for selection of NGOs at the national level include an established working relationship with GOK, experience in child development activities, i.e., acceptance to work in targeted districts, readiness to account for all financial transactions as laid down in the MOU and capacity for community mobilization particularly in the administration of grants. In addition, the national level NGOs must contribute counterpart funds to cover overhead administrative costs and project activities and have financial management capacity. The NGOs will be reimbursed for their services for utilization of funds for eligible expenditures according to the MOU. The NGOs shall raise a minimum of US$ 100,000 or 25% of the cost of the proposed activities implemented by them. In the second model, GOK will work closely with the ECD committees to implement the same activities as listed above in the NGO model. GOK may contract district level NGOs where applicable. Funds will flow directly to the districts, where they would be disbursed according to work plans approved by NECDIC and DECDIC. (c) The Transition Pilot will be implemented by the MOE inspectorate and KIE. The Project 1 7 2.27 Coordination with the Ministry of Health. At the national level, an officer to be designated the Health and Nutrition Officer (HNO) will be responsible for the coordination of the Health and Nutrition component. The officer will chair a H&N working group to assist in the coordination and monitoring of the component. The Working Group will have representation from the MOE, MOH, KIE, Inspectorate, NGO and selected districts. The HNO will represent the MOE in the MOH National Technical Committee to ensure understanding of policy issues and keep the National Committee informed of the project progress. The Ministry of Health will be represented in NECDIC. At the district level the DICECE will have a Health and Nutrition Officer (HNO) to coordinate the Health and Nutrition Component. A Health and Nutrition Committee will be constituted to assist the officer in planning, implementation and monitoring of the component. The Committee will work closely with the divisional staff to plan and budget, implement and monitor the project activities. The health and nutrition officer will report on the project progress to the District Health Management Team (DHMT). The DHMT will be represented in DECDIC to ensure interdepartmental coordination in the implementation of the project. E. MONITORING AND EVALUATION 2.28 An effective monitoring and evaluation (M&E) system will be an integral component of the project. The M&E component will have three goals: first, to track the supply of ECD and other inputs in the project; second, to monitor project outcomes, such as increased participation, especially by disadvantaged groups, in ECD centers and improved quality of ECD services; and finally, to evaluate the impact of the project and its components, on measures of child outcomes, such as the cognitive, social and physical development of children. A detailed description of this component is in Annex G. 2.29 The M&E system will comprise three elements: monitoring, evaluation and special studies. Monitoring of input utilization and process outcomes will be performed largely at the center level by means of child cards, center registers and wall charts, and a survey of ECD centers. Center teachers or workers will aggregate information from child cards each month onto a center register and a wall-chart that would be put up in the center facility. The center register will also include information on input use, number of supervisory visits, and time spent by the center worker in major activities (e.g., teaching, health and nutrition, counseling, training, etc.). These data would be transmitted each quarter to the DICECE office, where it would be entered in a computerized database and analyzed. Simultaneously, the database would be transmitted to the NACECE and the MOE. 2.30 An important element of the MIS will be the supply of certain aggregated information and profiles from the DICECEs to each of the centers in the district for effective planning purposes. For instance, centers will receive information on how their enrollment trends, nutritional status indicators or community mobilization efforts compare against those of other centers in the district. The pointing out of specific areas of weaknesses and strengths to each center would permit centers to deploy their resources The Project 18 differently or to target their ECD services more narrowly to specific age, sex or socioeconomic groups. 2.31 The evaluation component will attempt to estimate the impact of the project, and its various components, on child outcomes, using household- and child-specific sample survey data. It will consist of three parts: (1) a household survey; (2) a survey of ECD centers; and (3) a participatory beneficiary assessment. For each, surveys will be conducted at baseline (by January 1997) and repeated at mid-term (January 1999) and finally at the end of the project (January 2001). For the household survey, sampling design will have to be developed so as to ensure inclusion of control households that will not have access to project-supported ECD centers as well as sufficient coverage of households exposed to different project components. The survey of centers will focus on physical facilities, involvement of school and PTA committees in center management; teachers, financing and the frequency and coverage of school-wide health and nutrition interventions. The participatory beneficiary assessment is intended to assess beneficiary needs with reference to child development and responses to the services provided by the project. 2.32 The third element of the M&E system will be special studies that (i) address policy development issues, (ii) deal with operational research issues, and (iii) evaluate any specific inputs not covered by the regular M&E activities (e.g., training and supervision). For example, special studies will be commissioned to monitor the qualitative changes taking place among parents and communities in behavior and attitudes, as well as monitoring such things as the effectiveness and appropriateness of curriculum changes as perceived by teachers. 2.33 At the national level, the overall manager of the component would be the head of the Monitoring and Evaluation group within MOE. He or she would chair an M&E working group, whose membership would include representatives from the Ministry of Education, Ministry of Health, Central Bureau of Statistics, NGOs and technical consultants. At the district level, a steering committee for M&E would be established under the chairmanship of the DEO, and would include the District Statistics Officer, the DICECE Officer and representatives of pre-school committees, and NGOs. This committee would oversee all M&E activities in the district. 2.34 The M&E component will include a significant amount of training for staff at all levels: center teachers and workers, DICECE officers and trainers, and NACECE and MOE staff. The training will cover maintenance and updating of child and center records, computerized data entry, computerized database management, simple data analysis, and the use of analysis for planning and implementation purposes. Project Cost and Financing 19 3. PROJECT COST AND FINANCING A. PROJECT COST 3.1 The total project cost is estimated at US $35 million equivalent, including taxes and physical and price contingencies (US$ 6.5 million) but not including an estimated on- going contribution by beneficiaries of about US$ 10 million a year or US$ 50 million during the project period. The foreign exchange component is about US$ 5.3 million or 15% of project cost. Project costs by component are summarized in Table 2. Detailed project cost tables are provided in Annex H. Project costs are estimated in March 1996 prices and include physical contingencies of 5% for vehicles, furniture and equipment, 5% for supplies, and 2% for maintenance. Price contingencies were calculated 4% in 1996, 6% in 1997 and 6% for each year until 2001. Table 2 Project Cost Summary (US$ thousands) Local Foreign Total % Foreign % Total Exchange Base Cost A. Core Service Delivery Support 1. Improved Teacher Training 2. Community Capacity Bldg. 4,812 120 4,932 2% 17% & Mobilization 2,976 602 3,578 17% 12% . Pilot Components 1. Health and Nutrition 2,999 1,483 4,482 33% 16% 2. Community Grants 5,000 0 5,000 0% 18% 3. Transition to Primary 809 0 809 0% 3% Schools C. Project Management 1. Institutional Strengthening 6,809 1,928 8,737 22% 30% 2. Monitoring and Evaluation 838 178 1,016 18% 4% Total Baseline Cost 24,243 4,311 28,555 15% 100% Physical Contingencies 1,212 216 1,428 5% Price Contingencies 4,364 776 5,140 18% Total Project Cost 29,819 5,302 35,122 123% 3.2 The estimated cost of community capacity building and mobilization is based on recent experiences of the NACECE and NGOs such as the Aga Khan Foundation and Christian Children's Fund (CCF) in Kenya. Teacher training expenses are based on the current training e-penses of NACECE. Training costs are primarily related to board and lodging expenses and costs of training materials. Teacher training will be conducted in existing training centers such as Primary Teachers Training Complexes. Appropriate rental expenses are budgeted for this purpose. The cost of community grants is estimated from recent costing exercises of packages of "good practice" early child development services. They are estimated on a per capita basis. The health and nutrition component will involve a start up cost -such as provision of weighing scales and materials, and a Project Cost and Financing 20 recurrent component estimated at US$ 2 per child per year. The preschool to primary school transition component involves the development and testing of curriculum, orientation of primary school teachers and pedagogic materials. For institutional development, it is expected that the inspectorate and NACECE will be strengthened with staff and mobility. For monitoring and evaluation, three surveys are planned and a computerized MIS system will be installed at the MOE. B. RECURRENT COST AND PRICING SUSTAINABILITY 3.3 Project incremental recurrent costs will be incurred primarily by expenditures for administrative support and salaries of incremental personnel involved in project implementation. A total of 66 professionals will be re-deployed to ECD by the end of the project period from a teacher pool of over 200,000 primary school teachers managed by the Teachers' Service Commission. Re-deployment is expected to occur from underutilized primary school training facilities to pre-school training. There will be no increase in the total strength of the civil service. Funds required for ECD maintenance operations at the end of the project period will be US$ 1.5 million a year or about 1.5 % of the MOE budget. Additional costs of expanding the pilot interventions such as community grants, health and nutrition materials and services will depend on the success of the pilots and GOK interest in replicating/expanding them. 3.4 Households and communities are already spending about US$ 10 million per year on community owned ECD centers. They will continue to be the most important source of funds for ECD programs in Kenya and the project's sustainability will rest principally on their continuing support. A significant part of the project is directed to capacity building of parents and pre-school committees which is expected to enhance the capacity of communities to generate additional funding for the development of ECD services. Parents will continue to pay appropriate fees in the community run preschools. The relative contributions from the main sources of funding are shown in the following table: Table 3 Annual ECD Expenditure Per o.'Child by Source (US$) Before Project During Project Post Project Household Communities 10.0 10.0 12.0 GOK 0.5 1.0 1.5 IDA/Donors 4.0 0.5 C. FINANCING PLAN 3.5 The proposed credit of US$ 27.8 million would finance 79. 1% of the project cost. It will cover 90% of the foreign exchange expenditures, and 57% of local costs. The government will finance US$ 5.3 million or 15% of the total costs. Donors, through selected NGOs, will finance 6% of the project cost. Communities and households through their cash and in-kind contributions for the development and upkeep of the early Project Cost and Financing 21 child centers, and through user fees for households with young children enrolled are already contributing about US$ 10 per child year and will continue to be responsible for the operational cost of the centers during the project period. Table 4 summarizes the financing plan for the project. Table 4 Financing Plan (US$ millions) Foreign Costs Local Costs Total % IDA 4.8 23.0 27.8 79 Government of Kenya 5.3 5.3 15 Donors 0.5 1.5 2.0 6 Total 5.3 29.8 35.1 100 Project Implementation 22 4. PROJECT IMPLEMENTATION A. PROJECT PREPARATION 4.1 A Project Preparation Team constituted by the Ministry of Education was responsible for the preparation of the project. Members of the team have considerable experience in managing ECD services in Kenya and in working with donors such as the Bernard van Leer and Aga Khan Foundations and UNICEF. With the assistance of Bank missions, the team identified a number of project preparation studies to be prepared with a Japanese Project Preparation Grant and selected local consultants to carry out the studies. The studies included the following: (1) a nationwide sample survey of existing ECD services in Kenya intended to provide a descriptive analysis of the characteristics of existing ECD centers classified by location and sponsor; (2) a client consultation survey to understand the behavior of households with respect to ECD services with the goal of identifying the priority ECD related needs of the target households; (3) ECD services for under three year-olds to review program experience in providing services for this vulnerable group and recommend program options; (4) a financing study to estimate the costs of delivering different ECD services in Kenya and recommend options for financing; (5) a management study to recommend a structure for the cost-effective and efficient management and supervision of ECD services; (6) a training study to review existing training programs and capacity, identify training needs under the project and resource requirements; (7) a school health and nutrition services study to review existing school health programs and make recommendations for linking them to service provision in ECD centers; and (8) a study on the transition from pre-school to primary school to recommend ways of assessing child readiness for primary school and ensuring a smooth transition from pre-school to primary school. Final draft reports of these studies were discussed at a workshop in July 1995 with a group of participants from GOK, donors, NGOs and managers of ECD services. Donors and NGOs have participated in a number of brainstorming and information sharing sessions during the course of project preparation. B. IMPLEMENTATION SCHEDULE 4.2 The project will be implemented over a five year period (1997-2002) in a phased manner. Phasing of the various pilots will be determined by the pace of implementation of the core activities - viz. the training of teachers and community capacity building which are prerequisites for the implementation of the additional pilot activities. The first year of the project will be devoted to implementing the core components in about 5,000 existing centers and in developing and refining the pilot health and nutrition, grants and bursaries and primary school transition activities. The baseline survey of the evaluation component will also be implemented in the first few months after project launch. The pilot activities will be implemented from the second year onwards and will be assessed and fine-tuned during a mid term evaluation by the end of the third year. The last two Project Implementation 23 years will be devoted to further expansion and consolidation of the project. Half-yearly project reports will be submitted to IDA. Annual work plans and budgets for each fiscal year (July to June) will be submitted to IDA in January each year, following a joint review of project implementation. The submission of a draft Annual Work Plan and Budget for the first year of implementation has been provided to the Bank. A mid-term review of the project will be held in February 1999. The results of the evaluation, particularly of the pilots, will be used for purposes of structured learning and any necessary adjustments in project design and implementation. C. PROJECT IMPLEMENTATION MANUAL 4.3 A draft Project Implementation Manual (PIM) was submitted to IDA on April 1, 1996. The outline for the manual is provided in Annex I. The Manual lists the districts targeted for implementation of the pilot activities and the criteria for their selection. To facilitate the process, a ranking of districts on the basis of composite income, nutrition and education indicators was developed. On the basis of these indicators, GOK has made a preliminary selection of 24 districts for the implementation of the pilot components. The further selection of districts for the implementation of each pilot will be made on the basis of on-going activities in the districts. The selection of NGO led and GOK led districts, similarly, will be based on the extent and nature of NGO presence in selected districts. No district will have more than one type of pilot funding and NGO/GOK will provide leadership in a different district. Implementation of the pilots at the community level is not expected to begin before a full year of preparation including the selection of NGOs and training. The PIM lists the activities under each component, persons responsible, time table and costs. The manual also provides job descriptions, qualifications, recruitment timetables and work routines for key positions at various levels. The submission of a final PIM is a condition of Board Presentation. Any subsequent changes to the PIM will be subject to clearance by IDA. D. PROCUREMENT 4.4 Management and Procedures. Procurement will be managed by the Preschool Sub-Division of the Ministry of Education (MOE). Procurement staff would be reassigned within MOE and provided with further training and assistance. The head of the PPE section who is the Project Coordinator would report to the Permanent Secretary of MOE and be further accountable to the Ministerial Tender Board (MTB), MOE, or the Central Tender Board (CTB) for procurement decisions above certain thresholds specified in GOK procedures. Measures to modify relevant procurement procedures, in order to improve efficiency, would be discussed between GOK and IDA in the broader context of the next Country Procurement Assessment Report (CPAR). 4.5 As part of the PIM, a draft procurement plan has been prepared. For the first year of project implementation it would detail the tasks and time periods for processing the required procurement packages, including IDA reviews. The procurement plan would be Project Implementation 24 updated periodically and reviewed during supervision missions. Draft bidding documents for ICB and NCB procurement will be prepared prior to Board presentation. 4.6 IDA Guidelines for Procurement (1995, revised in 1996) and IDA Guidelines for Use of Consultants (1981) would be followed for all project components funded by the IDA Credit. The Bank's Standard Documents for Procurement of Goods (1995) and the Bank's Standard Form of Contractfor Consultants' Services (1995) would be used for all procurement under International Competitive Bidding (ICB) procedures and consultancy contracts for Technical Assistance, respectively. Where no relevant contract documents have been issued by the Bank, other forms acceptable to the Association shall be used. Eligible domestic suppliers of goods bidding on ICB contracts would receive a preference of 15% in bid evaluation, in accordance with Appendix 2 of IDA Guidelines. 4.7 Prior Review. All procurement packages for goods, drugs and medical supplies, materials production and maintenance contracts with an estimated contract value above US$ 100,000 would be subject to IDA's prior review, in accordance with Appendix 1 of IDA Guidelines. All consulting contracts with firms with a contract value above US$ 100,000 or with individual consultants with a contract value above US$ 50,000 would be subject to IDA's prior review. In addition, all terms of reference for proposed consulting assignments would be subject to IDA's prior review. Bank's standard bid evaluation formats will be used in presenting evaluation reports. 4.8 In order to ensure that appropriate procedures are being followed, the first three contracts for goods, irrespective of contract value, would be subject to IDA prior review. During supervision missions, IDA would review one in five randomly selected contracts which are below these prior review thresholds. Overall, this review process would cover 100% of ICB contracts and about 60% of NCB contracts. 4.9 Procurement Methods. The procurement of vehicles, motorcycles, bicycles, office equipment, teaching equipment, tools, drugs and medical supplies, etc. would be carried out in reasonable packages of similar goods through: (a) International Competitive Bidding (ICB), if the estimated contract value per package is more than US$ 100,000. (b) National Competitive Bidding (NCB), if the estimated contract value per package is more than US$ 50,000 but less than US$ 100,000, up to an aggregate amount of US$ 4.1 million. (c) International Shopping Procedures (IS) in accordance with Section III of IDA Guidelines, on the basis of at least three quotations from reputable suppliers in two different countries, if the estimated cost per package is more than US$ 20,000 but less than US$ 50,000, up to an aggregate amount of US$ 100,000. As an alternative to IS, IAPSO procedures will be followed as appropriate. Project Implementation 25 (d) National Shopping Procedures (NS) in accordance with Section III of IDA Guidelines, on the basis of at least three quotations from local suppliers, if the estimated cost per package is less than US$ 20,000, up to an aggregate amount of US$ 80,000. Community grants component will also involve very small procurement amrounts as the total grant per center will not exceed US$ 5000 over the life of the project. Procurement of such goods would be by national shopping procedures which would aggregate not more than US$ 1,000,000. (e) Pharmaceuticals will be procured by ICB. However, where these are required to be distributed in remote areas in small kits over the project period, pharmaceuticals will be procured from UNIPAC or UNICEF up to an aggregate of US$ 1.2 million may be arranged provided such items are available in their stocks. Such arrangements are considered appropriate in this case because of the experience gained by the above agencies in supplying these kits in the past. 4.10 Training. Annual training plans identifying the nature of training, persons to be trained, training timetable and venue and estimated cost will be reviewed and cleared with IDA. Foreign training shall not exceed US$ 120,000 over the life of the project. 4.11 Technical Assistance Consultancies. The selection of consultants to provide technical assistance, as identified in the project components would be carried out according to IDA Guidelines, including shortlisting, letters of invitation and evaluation of technical and price proposals. Advertisements in the General Procurement Notices would be issued for Goods to be procured through ICB. Consulting assignments that will become available under this project will also be advertised. This will assist in the preparation of the short list for consulting contracts. Selections for short-term assignments and the selection of individual consultants for contracts below the prior review threshold would follow simplified procedures specified in Part V of the Guidelines. 4.12 The selection of NGOs to provide Technical Assistance would be on a competitive basis through shortlisting of several qualified NGOs and otherwise, follow IDA Guidelines for Use of Consultants. 4.13 The aggregate cost of consultancies to provide Technical Assistance is estimated at US$ 3.2 million. 4.14 Table 5 summarizes the project elements and their estimated costs and proposed methods of procurement. Project Implementation 26 Table 5 Summary of Procurement Arrangements (US$ thousands) Project Element ICB NCB Other NIF Total A. Goods Vehicles 1,747 1,747 (1,660) (1,660) Equipment 1,254 627 208 2,089 (1,129) (564) (187) (1,880) Phannaceuticals 1,325 1,325 (1,193) (1,193) Learning Materials 1,301 3,904 5,205 (1,170) (3,513) (4,683) B. Consultancy Technical Assistance 2,007 1,230 3,237 (2,007) (2,007) Training 6,878 6,878 (6,878) (6,878) C. Miscellaneous Community Grants 3,690 1,285 4,975 (3,690) (3,690) Recurrent Expenditures 9,666 9,666 (5809) (5809) Total 5,627 4,531 22,449 2,515 35,122 IDA-financed (5,152) (4,077) (18,571) (27,800) Notes: 1. Figures in parentheses are respective amounts financed by IDA credit. 2. Total project cost include duties, taxes, and contingencies 3. NIF (not IDA-fnanced) components include procurement by other donors. E. DISBURSEMENTS 4.15 The proposed credit would be disbursed over a five-year period. The project completion date will be December 30, 2001 and the credit closing date, June 30, 2002. The IDA Disbursement Schedule is shown in Table 6. Table 6 Estimated IDA Disbursement Schedule (US$ millions) FY97 FY98 FY99 FY00 FY01 FY02 FY03 Annual 0.8 2.2 4.4 7.1 6.0 5.4 1.9 Cumulative 0.8 3.0 7.4 14.5 20.5 25.9 27.8 1. Disbursement Percentages 4.16 The project would disburse against 100% of foreign exchange costs and 80% of local cost of the costs of goods (vehicles, equipment, pharmaceuticals, and leamning Project Implementation 27 materials), 100% of training costs, 100% of the cost of grants, assistance and 70% of incremental operating costs. Table 7 shows the allocation and disbursement of the IDA credit. Table 7 Allocation and Disbursement of IDA Credit (US$ millions) Category of Expenditure Proposed IDA Allocation % of Expenditures Goods 9.5 100% of foreign and 80% of local expenditures Technical Assistance 2.0 100% Training 6.9 100% Community Grants 3.7 100% Recurrent Costs 3.3 90% of expenditures incurred prior to July 1997 & 60% thereafter. Refunding of Project 1.0 Preparation Advance Unallocated 1.4 Total 27.8 2. Required Documentation 4.17 Disbursements would be made against standard IDA documentation with the following exceptions, for which certified Statements of Expenditures (SOEs) would be used: (i) contracts for the procurement of goods costing less than US$ 100,000- equivalent; (ii) consultant services contracts by firms costing less than US$ 100,000 equivalent, and by individuals costing less than US$ 50,000 equivalent; (iii) all operating costs; (iv) all local training, and overseas training costing less than US$ 10,000 equivalent; and (v) community grants. SOEs would be certified by the Project Coordinator and the MOE. 3. Special Account 4.18 In order to facilitate the availability of funds when needed, on the request of GOK, an advance out of the IDA credit will be deposited in US dollars in a Special Account to be opened in a commercial bank which will be maintained by the Central Bank of Kenya. The authorized allocation to the Special Account will be US$ 1 million. The Special Account will be established, operated and maintained on terms and conditions satisfactory to IDA. Upon credit effectiveness the Authorized Allocation will be withdrawn from the credit amount and deposited in the Special Account. The initial deposit will be replenished on receipt by IDA of satisfactory documentary evidence of eligible payments made from the Special Account for goods and services required for the project. The sub-contracting of the pilot components for health and nutrition and community grants to NGOs and the use of the Paymaster General (PMG) to pre-finance project activities should considerably reduce Special Account transactions and simplify Project Implementation 28 project accounting requirements. Payments to NGOs below the threshold will be reimbursed directly from the main credit account after proper documentation and approval. 4.19 Conditions for operating the Special Account will include the provision of advances to the PMG, to cover 90 days estimated operating requirements of the DEOs included in the project. For this purpose, the amount to be deposited in the Special Account will include four months' estimated requirements of the Districts, to enable each previous three-monthly advance to be fully justified with each request for replenishment of the Special Account, i.e. the advance outstanding (not justified) at any given time will not exceed three months' requirements. The PMG account will be used for local expenditures only. GOK shall make appropriate arrangements to ensure timely release of the funds. F. ACCOUNTS AND AUDITS 4.20 The Project Coordinator in MOE will be responsible for the maintenance of accounts and records to reflect, in accordance with Kenyan and International Accounting Standards, all project income and expenditure and assets and liabilities. These accounts will include integrated cost and management accounts: (i) to reflect the financial performance of each component and sub-component of the project to enable timely and appropriate decisions to be taken with regard thereto by NECDIC and DECDIC, and to permit comparison with annual budget provisions and project appraisal estimates; and (ii) to reflect utilization and availability of external funding by category of expenditure and in the currency of the lending agreement. These accounts should be the subject of monthly and quarterly financial performance reports and should be reconciled annually with the audited financial statements of the project which should be produced within three months of the end of the period to which they relate. The first financial statements to be produced and audited will relate to the period ended 30th June 1997. The establishment of a satisfactory accounting system and supporting internal control structure is a condition of effectiveness. 4.21 Audits of the project accounts will be carried out, in accordance with Kenyan and International Standards on Auditing, by independent auditors acceptable to the Association. Terms of reference for the Audit are included in the PIM. Audit reports to be transmitted to the Association within six months of the end of the period audited will include a reporting on weaknesses in accounting procedures and internal controls revealed as a result of the audit and recommending measures to overcome such weaknesses. 4.22 Assurances were received at negotiations with respect to the following: (1) GOK will maintain records and accounts in accordance with sound accounting practices, to reflect the operations, resources and all expenditures in respect of the project; (2) The Project Coordinator would maintain detailed project accounts and a quarterly statement of expenditure would be provided to IDA; (3) Accounts and financial statements for each Project Implementation 29 fiscal year would be prepared and audited by independent auditors acceptable to IDA; (4) Statements of expenditure (SOEs) would be maintained in accordance with sound accounting practices for at least one year after completion of the audit and a separate opinion on the eligibility of expenditures submitted through the SOEs and the SA be included in the audit; and (5) certified copies of the audited accounts and financial statements for each fiscal year together with the auditor's report would be furnished to IDA as soon as available, but no later than six months after the end of each fiscal year. FY96 audit reports, required under the ongoing Universities Investment Project (Cr. 2309-KE), - i.e., project account, statement of expenditures and special account - were due on December 31, 1996, and are currently outstanding. Receipt of these reports is a condition of Board presentation. Expected Benefits and Risks 30 5. EXPECTED BENEFITS AND RISKS A. BENEFITS 5.1 The first few years of a child's life are crucial in the development of human capital. Parents are the primary caregivers in early childhood. Improving parenting skills and providing information, education and communication support have been shown in ECD projects worldwide to be effective mechanisms for improving child development outcomes. Successful IDA supported projects include the Tamil Nadu Integrated Nutrition Project and a number of ECD projects in Latin America, notably Colombia, Chile and Mexico. The quality of ECD programs is the other important determinant of impact on beneficiaries. Teacher training and support and parental involvement are important ingredients of high quality programs. Teacher-pupil ratios and learning materials also affect program quality. The project will significantly improve the quality of ECD services in Kenya and improve access for the project groups. 5.2 At the end of the fifth year of the project 20,000 ECD centers would have been improved in terms of quality, and 5,000 new centers would have been established. Quality improvements are expected to benefit 1.2 million children. A total of 13,000 teachers, 85% of whom are women, would have received additional training who are expected to handle existing centers and new centers. In addition a total of 8,000 teachers who had been previously trained by NACECE will receive refresher courses to improve their teaching methods. Through community grants, the project will specifically provide access to improved ECD centers to 200,000 children through grants. 5.3 By providing early childhood education/stimulation, nutrition and health inputs, the project is expected to generate the following benefits: (a) Reduction in grade repetition and improvement in completion rates in primary schools. These improvements in efficiency will translate into economic benefits measured by fiscal savings on the part of the government and financial savings for households. The government spends US$ 38 per year per child in primary schools while households spend US$ 17 for a total of US$ 55 per child per year (Kenya Poverty Assessment, 1995). (b) Incremental lifetime eamings of beneficiaries. Earnings differentials of individual earners by educational achievement are based on a national household data (Welfare Monitoring Survey, 1994). Direct access by the poorest 200,000 children to ECD through community grants will provide learning opportunities and therefore improve lifetime earnings. This will accelerate the rate of human capital accumulation. Expected Benefi ts and Risks 31 (c) Improved health/nutrition outcomes which translate into incremental lifetime earnings of beneficiaries. (d) Incremental earnings for parents (especially mothers) as a result of releasing time for economic activities. (e) Increase in schooling participation for young girls, who would be released from child-care chores. (f) Incremental earnings for teachers trained in the program. 5.4 A benefit-cost analysis of the project gave an economic rate of return of 33%, and a net present value (NPV) estimated at US$ 94 million, making the investment highly desirable from an economic standpoint. This calculation means that each IDA dollar spent for ECD translates into roughly US$ 5 of benefits in present values. Only benefits (a) and (b) were quantified indicating that these returns are conservative estimates of the real economic benefits from the project. A complete description of the cost-benefit assumptions is given in Annex J. B. IMPACT ON WOMEN 5.5 About half of those who will benefit from the improved ECD services are girls. The project will also ease the burden of child care on school age girls who are often forced to drop out of school to look after pre-school siblings. Data from the Kenya Welfare Monitoring Survey, 1994, showed that school enrollment for girls fell by half when there was a pre-school child in the household. Increasing access to childcare for poor households can have a far-reaching impact on opportunities for schooling for girls. Similarly, mothers' time will also be released for other activities. 5.6 More than 85% of ECD teachers are females. Thus, the continued employment and participation in training activities of the 20,000 female teachers would be a particularly important impact of the project. C. ENVIRONMENTAL IMPACT 5.7 The project is rated "C". It would not have any adverse impact on the environment. The health and nutrition component will improve the health conditions of the children in the pre-school centers. D. PROJECT RISKS 5.8 As an innovative pilot project testing the feasibility of mechanisms such as the transfer of grants directly to communities, the project has substantial risk. Poor community oversight resulting in community elite capturing project benefits or the misappropriation of funds is a risk. IDA involvement could result in the Expected Benefits and Risks 32 bureaucratization of a flexible system for the provision of child development services. The tendency to see child care centers as pre-primary schools and parental pressure to teach the 3 R's could result in an extension downward of a rote learning system that does not serve the holistic developmental interests of young children. Further, the tendency to prescribe teacher certification and pay scales that ignore the realities of the market could hurt the normal expansion of pre-school services. The project is intended to increase the total investment in young children in Kenya. There is a risk that the project will replace or reduce other current sources of investment. To reduce these risks, the project will involve reputable NGOs with community development experience in Kenya to assist in the implementation of the pilot components. It will promote a non-formal approach to early child development and apply market principles in respect of teacher certification and pay. Grants will be transferred to communities on a matching basis to encourage continued community contribution and there will be considerable investment in capacity building for the major stakeholders - viz. parents of pre-school children. 5.9 Another risk is the possibility that investments in ECD will not result in the expected improvements to the cohort of children entering primary school, and thereby reducing projected economic benefits. The impact of this risk on project outcomes was assessed through a sensitivity analysis, and the conclusion is that even with the most conservative assumptions on the projected reduction in dropouts and grade repetition at the primary level, the NPV of the project would still be positive. E. PROGRAM OBJECTIVE CATEGORY 5.10 The project falls under the Program Objective Category of poverty reduction and would support a program of targeted interventions as part of the national program to redress the imbalance in economic opportunities, by investing in the human resources of the poorest households, and the most backward districts in terms of social sector indicators such as malnutrition and poor access to health and education. Agreements, Assurances and Recommendations 33 6. AGREEMENTS, ASSURANCES AND RECOMMENDATIONS 6.1 Before negotiations, GOK provided the following: (a) Draft Letter of Sector Policy (para 1.21). (b) Draft Project Implementation Manual including draft Procurement Plan (para 4.3). (c) Draft contract/MOU between GOK and NGOs for implementation of the pilot components (para 2.26). (d) Draft Annual Work Plan and Budget, 1996-97 (para 4.2). 6.2 During negotiations, assurances were obtained that: (a) The project would be implemented in accordance with the Project Implementation Manual and that any proposed changes to the Manual would be subject to agreement by IDA (para 4.3). (b) Adequate staffing of the PPE section, NACECE and DICECEs with suitably qualified persons during the project period (para 2.22, 2.24). (c) Submission of half yearly progress reports (para 4.2). (d) Annually a joint review of the implementation plan would be completed by IDA and the Government; annual work plans and budgets will be sent to IDA for approval (para 4.2). (e) the Government of Kenya and IDA will conduct a mid-term review of project implementation and impact (para 4.2). (f) A Special Account would be established (para 4.18). (g) Audits would be made by independent auditors acceptable to IDA and in accordance with TOR satisfactory to IDA. Such audits would include a separate opinion of the Statements of expenditure and a review of supporting procurement documentation with respect to the statements of expenditure (para 4.21, 4.22). (h) Selected NGOs at the national level would be used for the implementation of the pilots, and that NGOs would be contracted as necessary for the implementation of district plans. The Memorandum of Understanding to be signed by the selected NGO and GOK will be approved by IDA (para 2.26). Agreements, Assurances and Recommendations 34 (i) Constitution of the ECD Implementation Committee whose composition and TOR will be satisfactory to IDA (para 2.20). 6.3. The following are conditions for Board Presentation: (a) Receipt of overdue audits for Universities Investment Project, Cr. 2309-KE, (para 4.22). (b) Draft bidding documents for ICB and NCB procurement (para 4.5). (c) Final Project Implementation Manual acceptable to IDA (para 4.3). (d) Filling up of key positions in the pre-school unit of the MOE including the Monitoring and Evaluation Officer, Accountant and Supplies Officer as well section heads of training, community and parenting education and research and evaluation in NACECE (paras. 2.21, 2.22). (e) Establishment of the NECDIC (para. 2.20), 6.3 The following are conditions for Credit Effectiveness: (a) GOK makes appropriate budgetary provisions for the first fiscal year. (b) an adequate financial management and accounting system for the project has been established; and (c) At least two NGOs have been selected in accordance with the criteria specified in the PIM and a memorandum of understanding signed between the selected NGOs and GOK. Annex A Page I'of 71 REFPOLIC OF KENYA - - - MDNISTRY OF riINANCE Telegraphic Addresg: 22921 Of fice of the Mini!ster FINANCE - XAIROsI P.O. Box 3PO07 Telepi.one: 338111 NAIROBI When replying plea3e quote ' NYA Rn. No. EA/FA 62/240/03/A 23rd Slay, 1996 and data Mr. Callisto adavao, I Vice Presidert, Africa Region. World Bank 1818IH Street, N.W. WASHINGTON .D.C. 20433 U.S.A. Dear tv I EARLY CHILDHIOOD DEVELOPMENT PROJECT LETTER OF SECTORAL PQLICY 1. The Government of Kenya hereby s-ubmiits a request for a Wcrld Bank (1DA) Credit, to facilitate the implementation of an EaIrly Childhood Developr.ert (ECD) Project. The paragraphs follo ing expouna on che policy framewo:k agains_ which the ECD Project, is conce zved . - GENERSOL POLICY 51RAMEWORIK 2. The Government regards education as an ind-ispensable tool if or i mDrcvn-.g human resource development to enabl e it to meet m'ore easily the development challenge whi.ch in- its broadest sense is kbe im=rcvement of the quality of life. The National Development PUan emphasizes strategies such as linkinc ed-acation and training at a1l levels with natioral development and offering education tpat provides necessary skills to promota higher human productivity; ensuring efficienoy, relevance and cos_ effectiveness in natio6al human resource development and training efforts; assuring over41 training needs in varicus sectors of the economy; providing eual opportunities for education to every Kenyan, etc. as effec& ve tools for meeting the challenge of development. Our human resource include the youth who in Kenya, comprise about half of the populai.-c.onr, and abcu: one thl rd of th_s population, is children under six years of ace. Their educaticn, care and developmentl is provided through the early childhood care and education programme. Since the sa;xth National Development Plan period (1989-'1993), the Early Childhood Development concept was expanded to incorporkte 1/2 . Annex A Page 2 of 7, chi ldren unAe -three years of age an" foc-us on such aspect as their healthn, n.u-ritior and care. * S 3. The Seventh National Development Plan (l199-.996) seeks provisior cf sUstanred Zarlye Cnildhood Develcpment, incrensed access to Early CHildhood Developmenz for all children nd ex=ansion of training fcr reszective personnei and ozher skiIlls related to Ear6ly Childhood Development ac: P-v ::es. Early Childhood Care and Education Policy I 4. Tke Mi-nistry of Edcation (MOE) assumed the responsibility of coordinating early childhood development in 1990. The Ministry is charged with the responsibility of the registra-ion; supervision, tra4ning, staffing, curriculum developmenc and th-he formulaticn of policy guideline for Early Childhood De-,elcpmnent. 5. The po2.'cy oI the suh-sector has evolved over the last decade. Important aspoects of the colicy are articulated in the sesiaioAal Paper NO.6 of 19&6 and Naticnal Development Pla-ns (1989/93, 1994/1996) . The Government undtrsccres the importance iof partnership which facilitates coordination between parenls, communrities, non-gover m.ental organizat'ons (NGO) and bilateral donors in the implement_:icn of the ear'v childhocd developmint programme. T-he policy also emnpha.zes the need to provilde integrated services thaz meet t-e social, e=otional, cognitiVQe, health, nutrition, care and prctect-o.n needs of children. the sover-memt -ntends to s;pport ccmmunities and families acqnilre relevant infornaticrn and skillls as wel1 as develon self-reliance Ito be able co Prc/v-de a scund foundation for their ch.ildren during the earlv years. The ourer=:h to the family is necessary given that th-e family is the -rirme care-giver and educator and the majcrity of ch±ldren have no aZcess to insticu'tionaiized basic care ahd education. This approac-. takces cognisance of .he ch.a:ges in the 'am ly struc-ture due to monetiza-zon of the econo;my and the i.ncreased parzicipati^r. of- women :n the labo-r force. 6. In recog:n' tion of the recommendations of the th-ree World forums namely: the Convention or. the Rights of the Chi-'ld (198a9, World Summit for Children (1990,), and the World Cornereace on Educatior. For All (EFA) (1990), the Kenya Government has increased the integrated approach whi.ch allows the participation of a wider spectrum of service prcvi-ders - 7. The current objective of the government is to strengthen the family in ch, id care, .mDrcve the Early CIaildhood Development centres, improve their cuality and expand ac-ess particularly to children of disadvantaged households azd margina ized ccm^nmunitiei. 8. There has been a rern-kable expansion of the early childhood care and edzcatlon centres since the ir-ception of the programme n early 1980s. The nun::Ler of pre-school cen-res reached 20C86 n ... Al - - Annex A| Page 3 of 7, 1995 and the enrcment doubled from 485,000 childreI in 19821to nearly one thIllnor. in 1995. Near7y 802Q of these cer.tres are organized and managed by parents' associations, and the rest ire sponsored by religious organizati:ns, local authorities, NGOs and the private sectcr. however, more than two thirds of childfen between aces 3-E years do not have access to these services, and poorer househol-ds are less likely than others to benefit from existing serv-ces. 9. The .level of gcvernment budgetary allocation fcr pre-sch?ol education i s re7a`vely low i.e. less than one per cent of the Ministry of Education budget. The bulk of investments in BCD are borne by parents w1hose budgets are increasingly being sqeezedlby com- eting household expenditures. The gcvernment and donors (such as Ber-nard Van Leer Foundacion, UNICEF and the Aga Khan Foumdation) provide support for care-giver/teacher training, curriculum and materials developmenz, community mobilization and moniObrinc. The low level of overall public and household funding fcr this s9b- sector has resulted -n (1) low access to ehe ECD serv±cgs, particulaily for the lowest income gTrouo (2) wide variations in dhe quality of physical. facilities, teacher/care-=ivers, and servides and (3) in,adequate monr-_oring and sipervision., '.Q. The pr_sen' "-D programme is admin-stered :hrcuh three sections of the Ministrv cf Education.These are: (1) the pre-sc:e. ol section of the DIrectorate 0o Education whi crh hand)es Ldm nistrat-ve mat:e.s relazed to rea4 israt.on - pre--schdol cen.t-es, coordinatic- w--: dcnors and NGOs, policy guicelines, and inter-sectoral liaison pert;anirng to childrer's protec:io=, ca.ge, health ancd .u:r-tion-; (2) the National Centre for Ea-ly Childhdod Educazio~ (NACECE% at the Kenya I1rslitute of- -uuation wh-ch|is responsible f-r tra:n4nc o, care-sivers ancd teache-rs and develop'ng ofJ curriculum; and (3' : ore -reschccl section of the inspecrorate department which is rsszonsible for the miaintenance and mronizorIlng of star-dards ^f the programme. I :1. In order to ilnczease partic-zaticr of various partners at the grassroots leve'., MOE cec-ntralized the programme by establish4ng the District Centres fcr Early ChU'ldhood Education (DICECE) . Thqse are responsible for training of pre-school teachers, developing localized curricul um, mcb:I lizing parentE, comrmun,4 ties and sp,onsors. Cutrrently, :he governmens has established DICECE in, 57 Dis:riqts of the Republoic. SUB-SECTOR POLICY REFORM1 :2. A central cbjecm've of Gcvernnent. policy is to strengthen Jhe present early childhcod centres, improve their cuality, and exp nd access to th-^se seorments of socie:y cur_ently un,able to have ea ly childhood devej.cnmen: services. Tc achnieve th-'s cbjective, he government wUi.J.. :se i's mnac.hinery tc increase t1he availability of ECD serv4ces, wih _pi^ri.ty Cc to ose chil.dren from disadvantaced .- 1/4 Annex A Page 4 of 7 households, in slums and marginal areas of the country. - IThe development 6f 'arly Childhood Development rests in large mea lure on policies designed to improve the efficiency and equity in tthe allocation and use of the programme resources as well as! on. policies des igned to ensure , sustainability. The sub-secdtor policies to be implem,6nted within the pz`oject time shall incllude the followino:- I Increased budgetary allocation Ex-ansion and harmon4izaticn of the training programs tor teachers/care-givers and trainers Strergthening the capacity cf school committees ito provide quality programmes Improve access of EC= services to the poor Strengther,ng the management of the ECD programs from the DICVCE to the Na-ional level Developi-sg guidelines for l-nkaTe between pre-schoollto primary sch-ol I Provide su-oort to the family, particularly in the care of chl-dren under three years Defizinticr cf an ECD Centre within the broadened concept of E'CD r e-veic-ment of guidelines _or basic services for p e- schools G:Guidance on t:e terms and conditions of service for ECD teacher s and other personncl De' ritinc of the rc' e of other partnera Budgetary Allocation 12.1 Annual Budgetary allocations for the various sub-sectors of the Ministry are progressively undergoing adjustments, with a vlew to reduce governme=t fiInancial commitment to tertiary institutions and increase allccaticns to pre-primary, primary and secondary education. This policy will ensure that budgetary allocation for Early Childhocd Development will be at the level tha: can sustain programmes to be initiated under the proposed IDA Credit upon its expiry. Budgerary allocation for ECD in the MOE budget would e increased to az least 1.O. of the recurrent MOE budget at expiry of the IDA Credit. The IXA funded ECD project will be refl ected n che Public Inve-sz:,an- Programme for 1995/96-:9S7/98 and shall be . .~~~~~~~~~~~~~~~~~~~~~1 Annex Al Page 5 of 7 categorized as a "core project" within the MOE budgetary allocarion priorities. - Training of Pre-School Teachers and Care-givers I 12.2 Training o, pre-schoC7 teachers shall remain the main responsibility of N-ACCE and, at the dis:rict level,will be implemented through the DICECEs. The governme=t will subEidize the training of tieachers. The cost-sharing policv of the training of pre-school teachers shall continue. The ful' cost of trainling shall be c1narqed to thzse L ndividuais who are able to pay. A1l trainir-g roamr;s sr.a2 be conducted in existinmg tra4in'ng facilities, such as the Primary Teacher Training Colleg s seconda-ry schools arn- cther government instimutions in order to maximize use of the present tra-Iring cerntres. Building the capacity of Pre-School Conmlttees R 12.3 com,municy management capaci=y is key to ensuring sustainabil.-ty and a;;ality of Barly Childhood Development centres. The capacity of Pre-school parents' committees with a st Ictured management ccmnprising of a chairperson, secretary and treasurer shall be enhanced through training. :n the case of Early Childh6od Develcrment cenzres attached to ririary schcols, skills training will bce provided to lre-schocl commic:ees zhro-:gh the head ceacher. The primary School com..ittee mus' however be the representat_ionl of the vre-sch-oc: teachers and pare.nts. in urlinked schco s, otAer faciliJties wi-1l be idertified for this ro'e- Ymproving Access to the Poor 12.4 Suppor gran- s sha1: be provided to Early Chiildhdod ;Deve'opmen.t centtes i- t2rae-ec. districts based on a set of defr+ed criteria, including pcverty, health and educaticn indicators dnd ecu_ty considerations. Criteria for recaipt of suDrot grants willi deoend on deronstrated ability to generate w:haever funds Lnd resources thrcugh school fees or othe:- ccn:ribtions. C-ran:s whilch will be made available to these commi ttees could be used zowaNds the imprcverient of the Early Childhood Development centre, includinc salary of teachers, care-givers, health and nu:rit'lon services, ar.c imprcoverent of facilities and materials. Strengthening in DICECE 12.5 DICECE will be strengthened to enable them (a) to meet the ir training respon.sibilities and (b) to man-age ot0her Early f:hildho od Development project cotn-onents such as community capacity buildipg and mobilizatior, health and nutrition and community suppoir grants. Each DICECE w:ll have a minimum of 6 trainers including special pilo activity coordinators as necessary. The DICECE wi4l al.so receive other ir.:ras: uctu-a' support. Annex Ai Pagc6of 71 Coordination at Central Level 12.6 The p-Ojict Will receive ove"all policy and stratjgic directior from an inter-sectoral National Earlv Child dod Develonment imple-.entacicn CoTmittee (N-=CIC) chaired -by the PerimanenC 4ecretary, Ministry of Education. A,n inter-sectoral District -ar2.y Ch4ldhocd Development Implementation Committee (DECIDC) w-il be conscituted aLt the district level with phe District Education off'icer as the chairman. The pre-primeLry education section in the Mn.istry will be strenathened and the Head will be nared Project Coordinator. The project coordinator will (a) be Secrerary o£f the N-CDIC; (bl facilitate project cocrdinat}on implementation and monitoring prcject progress; and (c) handle Fhe project's ad-ninristrative reauiremencs. Policy on the Under 3-year Old Children 12.7 The first tAree years of life is a crucial phase in Ahe physical, social and .ental development of the child. At present, a number cf children in this age group are atzending Eazly Childhcod velopment centres especially in poor urban areas a d un Plantations where :ne :raditiion.al family support sys:es are nlot available. Strate=ies for develop'' in alternative models for the very young children ard enhancIng parenting skills for this age group will be devaloped. I Teaching Philosophy in Lower Primary School 12.8 Th-e transiticn from pre-primary sc'hool tc pri;mary school is made diff-cult fLcr vcung children due to vast differences in teaching cur-iculum and methodologies. Linkages need to be establis.:ed becween p:e-schocls and the lower primary classes P_rimary school2 teachers need to be suppcrzed with orien:ation and appropriate ;materials to rmnake the firs years ir. the primary school friendly for the ne;,,r mn:srans. Defining the role of other partners. 12.9 T'-e MOE wi li cooperate with the Ministry of Eealth, Mi:iistry of C-ulture and Social Servlces; Local authorities a I other relevant par:ners within the Go0 in the implementation of Earl.y Childhood Developnenk"_ services. The MOE will strenathen on- going partnerships with donors such as Biernard van LIeer, Aga Khdn Foundatincn and UNICEF and exn ore new part;nerships. NC-Os will be invited to participace i.n the project and contracted to ass_'st in the piloting of innovative models such. as comrnunity grants anl health aind nutriJi.on services via 'CD centres and assist i6n mobilizing other resources for Early Childhood Development i KenyzC. L. CONCLUS ION Pa7of 13. The Policy implementation anid institutional support described above will eahince the continuous adaptation and effectivenesslof the Early Childhood Development programs. 14. Finally, -1 take this opportunity to thank the-World Bank, for its continued cooperation and support extended to the ie4ya Government. Ycurs EON. MS Annex B Page I of 4 TEACHER PERFORMANCE IMPROVEMENT & TRAINING COMPONENT Background and Objectives 1. This component is intended to equip: (a) ECE teachers with appropriate service delivery skills and (b) project staff to manage the ECE program. The specific objectives of the component are to train: (a) 13,000 previously-untrained ECE teachers in an existing two year in- service course, which the project would upgrade (b) 8,550 previously-untrained teachers in a five-week Orientation Course during the first three years of the project (c) 50 teachers a year in each DICECE in two-week specialized courses (d) head-teachers, zonal school inspectors, local authority and other staff in a one-month (e) supervisory skills course. (f) 250 DICECE staff on community mobilization, communication skills and other specialized short courses (g) 250 DICECE staff in an existing 9-month training of trainers (TOT) course (h) 30 NACECE and Ministry of Education staff in management, community mobilization and communication and writing skills through short and long term courses internally and externally, advanced degree training and orientation programs for new staff. Program Content ECEC Teacher Training 2. Training Strategy and Approach. The basic and alternative ECEC teacher training courses will be conducted in 6 three-week sessions during school holidays over two years. Training will be offered to 13,000 teachers over the project implementation period. The two-year courses will take place in the 26 districts with DICECE facilities for residential training. The training teams would consist of a combination of DICECE staff and external facilitators. 3. During the first project year, NACECE will implement a five week Orientation course for untrained ECEC teachers. The purpose of this five-week course is to ensure that within the first three years of the project, all untrained ECEC teachers get some basic knowledge while they await formal training. The Government also will decide whether to shorten the two-year basic and alternative courses to reflect skills imparted during the five-week orientation course. Annex B Page 2 of 4 4. Curricula and Training Materials Development. NACECE panels would review current curricula for ECEC teacher training to correct identified weaknesses. Curriculum revisions could include more effective approaches to caring/talking to children, resource management skills, adult learning, basic reading and writing skills, communication, young child health and nutrition and community mobilization. The panels also would review training support materials. Modification or development of training support materials would be done at NACECE, perhaps by contracting with specialized outside groups. 5. New curricula and training support materials which would be developed or modified include: (a) Revised curriculum for the two year and five week courses (b) Revised TOT curricula (c) A manual for pre-school teachers (to include in addition skills such as health and nutrition, parental education, working with school heads, linkages with primary schools, self confidence and self reliance skills) (d) A manual for trainers (e) Guidelines for training of supervisors 6. Training Output. The 26 fully-fledged DICECEs will continue to conduct the regular and alternative ECEC teacher training courses, which currently take two years to complete. Most of the fully-fledged DICECEs now have a training staff of 3 to 4, but take more staff from the other DICECEs and external facilitators during training as necessary. Each fully fledged DICECE can accommodate 100 ECEC teachers at any one time in the regular course, resulting in a total output of 2,600 teachers a year. Assuming that 2,000 ECEC teachers are currently in training and will graduate in year one of the project, 13,000 ECEC teachers could be trained through the regular course over the five- year project period. 7. The alternative course uses the same curriculum as the regular course, but sets different examinations. It is intended for teachers who are below fourth form and come from hardship areas such as ASAL and for some traditional Maalim and Duksi teachers of the Islamic Integrated Curriculum. If the alternative course continues to be offered in each of ten DICECEs for a single batch of 50 teachers, a total of 1,500 teachers of the 13,000 teachers could be trained in the alternative course during the five-year project period. 8. The five week orientation course for untrained teachers while they wait to be taken to full training courses will consist of 5 modules covering: (1) child development; (2) health and nutrition; (3) pre-school activities; (4) parental involvement/education; and (5) professional development. DICECEs will have flexibility to schedule the orientation training to suit local circumstances. It is estimated that each DICECE will train 50 teachers every year through this course during the first three years of the project for a total of 8550. Annex B Page 3 of 4 9. The supervisory skills course would be part of a process of institutionalizing responsibility for technical supervision of pre-school teachers at the zonal or local level through zonal school inspectors (ZSIs) or primary school head masters. 10. As part of the process of strengthening community mobilization (See Commentary Mobilization Component), the project would train at least one existing Community Development Officer in each district. By strengthening their community mobilization and communications skills, the project would develop an additional resource to assist communities in the process of managing and sustaining their ECECs more effectively. Training Venues 11. DICECE will continue to carry out the residential component of the teachers' two year in-service course in existing institutions. The MOE will formulate a policy on rationalization of payments for residential ECEC teacher training whereby institutions will be required to keep venue charges constant for reasonable periods and to use rates similar to those for training equivalent cadres (e.g. primary school teachers). Training of DICECE Staff 12. DICECEs will need additional staff and training to meet the above responsibilities. DICECE personnel needs are described in Annex F. DICECE staff will require two types of training. Existing staff will need short courses in management, communication, community mobilization skills and, in divisions where the component will take place, on Health and Nutrition. New DICECE staff will need several kinds of training including an induction course and orientation programs. NACECE will carry out the nine-month induction course for the 250 additional DICECE staff expected to be recruited during the five years of project implementation. Induction training will be at the rate of 50 DICECE trainers per year. Some DICECE staff will also need higher degree training locally or abroad. The DICECEs also will offer slots in training programs such as orientation courses on early childhood development and community mobilization skills to other officials in the district such as Community Development Officers and staff concerned with financial management. Training curricula and materials would be reviewed, developed and pre-tested as needed. 13. Training needs for current and new staff at a typical DICECE and the first year's DICECE-level curriculum development and training schedule are in the Project Implementation Plan. 14. Short courses need to be developed or identified locally and abroad through which DICECE staff can get training. This would include training on management, computer skills, specified content of ECD. If an average of two persons from each DICECE are targeted for training each year, 500 DICECE staff would need to be reached over the project period. Annex B Page 4 of 4 NACECE Staff Training 15. Both existing and new NACECE staff and MOE personnel involved in early childhood development will also require training. By Negotiations, NACECE would develop a five-year staff development plan to guide that training effort. New NACECE staff will receive an internally-organized orientation program of one month. Both new and experienced NACECE staff and MOE personnel could take part in short courses of up to six months' duration at home or abroad. Staffing And Management 16. For the training program to be fully operational, some existing staff positions need to be filled and new ones created and filled. A fully operational DICECE requires a Program Officer (PO) in charge of the institution, six trainers, an accounts clerk, and support staff. In order to take community mobilization on a full time basis an additional person (Community Mobilization Officer) will also be required. In some of the DICECE that will not have enough numbers of teachers to train over five years, the full capacity will be developed in due course. It also would develop a resource center to provide staff and other interested professionals and communities with reference materials and up-to- date information on best practices and developments in early childhood education. 17. Current staffing levels at each DICECE and approved levels are shown in the project implementation plan. It is envisaged that the approved positions will be filled within the five year period bring the program to a full operational level. 18. NACECE will manage the training program on behalf of overall project management. The professional staff required for the purpose and job descriptions are included in the project implementation plan. Monitoring and Evaluation 19. The training component will be monitored both at the district and national levels. At the district level, DICECE staff will oversee the day to day running of the program while NACECE staff will assist on regular basis. Monitoring instruments will include reports, surveys, and visits. An external evaluation will need to be conducted half way through the project. 20. Initiatives to Explore: (a) Pre-service training (b) Distance Education through radio and TV (c) Regional and Zonal pre-school teacher groups (d) Home-Based care-giver training. Annex C Page 1 of3 COMMUNITY CAPACITY BUILDING AND MOBILIZATION Background And Objectives 1. More than 80% of the 20,000 ECD centers in Kenya are owned and managed by communities. These communities have developed ECD centers according to the perceived needs, and have been responsible for the development of physical structures, payment of teacher salaries and training, contributions to playschool materials, school meals. Communities are also responsible for the management of the center. 2. Given these responsibilities, community capacity building becomes extremely important for the delivery of quality ECD services. The success of the project is largely dependent on how much would be achieved in mobilizing communities and building their capacity to manage pre-schools. For long term sustainability, communities need to have necessary skills, knowledge and decision-making capacity to manage, operate, supervise and finance their ECD initiatives. 3. The objectives of this component are to: (a) Sensitize communities on the importance and benefits of early childhood development (b) Train key community leaders and managers of ECD centers (including the preschool committees) to improve their capacity to manage pre-schools. (c) To mobilize communities and increase participation in ECD activities through an IEC campaign. Description (a) Coverage 4. While general community mobilization activities will be implemented all over the country, community ECD management capacity building will be implemented exclusively in the pilot districts. On average, there are 15 zones per district, and 30 pre- schools per zone. Priority will be placed on communities that are chosen to implement the project components for health and nutrition management and community grant schemes. (b) Orientation 5. In order to succeed in implementing activities for community mobilization, it is pertinent to obtain support for ECD and pre-school education from agencies involved in providing support to ECD. NACECE would conduct a one day orientation in Nairobi for officials and NGOs at the national level. Similarly a one day orientation session will be conducted at the provincial level to sensitize DEOs and DDOs from the districts with an Annex C Page 2 of 3 aim towards building team support for pre-school education through the DDCs and DEBs. Subsequently, NACECE and DICECE would sensitize other district officials such as the DIS (district inspectors of schools), DSDO, CDA, MOH, and MEO at the districts in two day orientation sessions. In addition, DICECE --with cooperation from Ministry of Culture and Social Services, DDC, and DEB -- would also sensitize and train the divisional and zonal officials such as TAC tutors, the PSI, ZSI, AEO, and head masters (HM) of primary schools, as well as the NGOs. This training would be held at the district and divisional levels for 3 days for a group of 20 people or four per zone. (c) Community Mobilization 6. Participatory Development Approaches. The Community Mobilization Officer (CMO) of DICECE and a ZIS (Zonal Inspectors of Schools) or HM would form a training team both at the divisional and zonal levels. The teams would use Participatory Development Approaches (PDA) workshops at the zonal level for a total of 60 representatives from about 4 communities for three days. The participants would be community chiefs, ECD management committee members, PTA members, pre-school teachers, and religious leaders. The PDA workshops would introduce the concept of a good ECD program, and would include a needs assessment, evaluation of on-going activities, and exchange of information related to ECD amongst the communities. The workshop would also includes a visit to a demonstration ECD center or a community resource center and some on-site practical exercises. At the end of the workshop, trainees would be asked to produce a plan of action for their communities for improving their ECD centers. The training team would review the plan and give appropriate advice on the feasibility of the plan. 7. Management Training. One of the major problems identified in the administration of ECD centers is that the communities often lack adequate management skills. Therefore, NACECE and DICECE would develop a standard training package to enable key community members to improve the management of existing ECD centers. The standard package would include, inter alia, the following subject areas: group dynamics, administration, book keeping, preventive health, nutrition, growth monitoring and promotion, inventory control, and annual planning. 8. Training for Parents and Caregivers. Parents and caregivers play a key role in the growth and development of the children. A program that focuses on children must therefore also address itself to the parents and caregivers with a view to building their capacity so that they are able to provide quality care for the young children. Here, caregivers includes mothers, "ayahs', grandparents, and other adult childminders. The training team for this component consists of DICECE and divisional and zonal staff who have received the orientation training. A five-day training would be designed and conducted for about 20 parents and caregivers at the community which will include subjects such as: child growth and development, health and sanitation, nutrition and proper diet, responsible parenthood, stimulation and children's learning ability, importance of play and space, care for children with special needs, and management of Annex C Page 3 of 3 family resources. A participatory approach will be used in order to facilitate sharing of ideas and experiences. Activities such as development of toys and other learning materials, collection of folk media, food production and preparation demonstrations, and visits to relevant institutions will also be included. 9. Community Mobilization Activities. It must be understood that the main mobilizers of the communities have been and will continue to be the community members themselves. Harambee meetings, Barazas, women's group meetings, PTA meetings, school committee meetings etc., are important venues for community mobilization activities. The project will increase the frequency and quality of existing efforts to mobilize communities for ECD. (d) Information, Education, and Communication (IEC) 10. An IEC strategy will be developed and implemented with the objective of increasing participation of the communities in ECD. Useful and easy to understand messages would be developed on benefits of pre-school centers and health education and feeding programs for young children. Various media would be used such as radio and TV programs, posters, and pamphlets. Local such as the folk media could also be facilitated by the district and zonal officials led by DICECE. This includes puppet shows, children's plays, demonstration of games, and exhibition of children's art work at festivals, agricultural shows, and other fares. Through these events and the folk media, different communities could have a forum to exchange information on ECD and establish linkages amongst each other. The target is for the district, divisional, and zonal members to facilitate these types of events at least twice a year at the district and divisional levels. Annual picture contests could also be organized by NACECE for the pre-school children that would start from the zonal level and conclude at the national level. 11. Through these IEC activities, communities with ECD centers would most likely be able to obtain useful and important information to enhance their ability in managing their centers. However, it is envisioned that communities which do not have ECD centers would also be stimulated, motivated and indirectly mobilized to start their own educational program for pre-school children. Annex D Page 1 of 8 HEALTH & NUTRITION PILOT A. Summary and Introduction 1. The health and nutrition component would develop, test and refine a replicable model emphasizing prevention and promotion to optimize health and nutrition standards of pre-school children at the community level. The component would initially focus on two target groups: >3s who attend ECECs, and children 1-3 years of age who constitute the next generation of ECEC beneficiaries. The principal interventions would be improved caring practices and community-based health and nutrition services. Collateral attention would go to improving growth patterns of children <1 year of age through promotion of better maternal breastfeeding and weaning practices. 2. It is expected that families would improve their caring practices sufficiently over the first few years of implementation for attention then to shift to older children in early primary school, for whom other forms of service delivery would be needed. 3. The rationale for initially centering on children >1 year of age is: (a) growth faltering tends to appear late in the first year of life, gain momentum and result in growth failure and stunting of children at around 2 years of age, only some of which is subsequently remediable; (b) children <1 year of age have three formally scheduled contacts with the health system through KEPI, but none thereafter, and (c) children <1 year of age are generally under close family supervision which may be increasingly diffuse thereafter as other caregivers enter the picture. 4. The component would address the five major problems common to preschool children throughout Kenya as well as two which are important in specific geographic areas. The core interventions would be directed at: (i) growth failure mainly through faulty feeding practices; (ii) diarrhea; (iii) acute respiratory infections (ARI); (iv) worms; and (v) Vitamin A deficiencies. On a geographic basis, interventions also would include malaria and schistosomiasis control. 5. Interventions would have to be provided in the community because the distances involved preclude obtaining them at other levels of service delivery. 6. The operational unit of organization would be the division, which has around 100 pre-schools on average. The component would be implemented in 5 incremental divisions per year, reaching a total of 2,500 ECECs. There would be a spread to cover different ecological parts of Kenya and at least one division within each ecological zone where child nutrition and health conditions are considered most precarious. 7. Highest priority would go to divisions in districts with higher than average stunting rates and lower than average ECEC coverage. Implementation for the first year might take place in five districts where welfare monitoring data indicate that child stunting averages over 40%: Homa Bay, Kakamega, Kilifi, Kitui and West Pokot. Annex D Page 2 of 8 B. Background 8. Community-based interventions against each of the key problems of preschool children, their feasibility and likely effectiveness is as follows: Table 1 Problem Intervention Feasibility At Effectiveness Community Level Growth faltering/ growth promotion through weighing, high fairly high failure counseling short-term nutrition supplementation variable variable Diarrhea counseling on home management, high moderate/high referral Acute respiratory early identification, referral high moderate infections (ARI) Vitamin A semi-annual megadose high high deficiency Wormns periodic mass deworming high high sanitation education high low/moderate Malaria promotion of impregnated bed nets or moderate fair/moderate other home vector control, presumptive treatment, referral Schistosomiasis Annual prophylaxis high high Fe/folate deficiency Daily supplementation Deworming Uncertain high fair/moderate 9. The interventions would emphasize promotion and prevention rather than cure. They would aim at improving family caring practices, since it is recognized that lack of parental knowledge and poor feeding, weaning and child care are among the principal causes of malnutrition except in those relatively few cases where poverty is the overwhelmingly binding constraint. Among the interventions to be promoted would be community or family provision of a mid-day snack to ECEC children and improved environmental sanitation (e.g. communities could use grants under that component of the project to build latrines). 10. Interventions against the first five problems and malaria need to be available at least monthly (assuming Vitamin A delivery on demand as children need it rather than on fixed semiannual dates). Both deworming and schistosomiasis prophylaxis can be provided on a campaign basis. A Community Health Fund will be created to meet special needs. Delivery Options 11. The two available mechanisms potentially capable of delivering these services at the community level on a fully operational scale are the Ministry of Health (MOH) and Annex D Page 3 of 8 non-government organizations (NGOs). The for-profit health sector even at village level has found little money-making opportunity in promotional and preventive care. 12. MOH. Except for immunization, maternal child health (MCH) services to younger preschool children through the MOH are currently limited in scope and scale and available on an irregular basis. In fact, rising child mortality 1988-93 in the face of rising immunization rates indicates that overall MCH services may be declining in quality and coverage. However, one option is to try to strengthen and expand MCH services to provide the full range of survival and development services to preschool children. This could be done in one or a combination of three ways. 13. One strategy is to strengthen the availability of services at existing health facilities to generate more consumer demand. A second is to get MOH workers to visit ECECs routinely and frequently and also attend to the first-level health needs of the entire community cohort of preschool children >1 year of age and their parents. Government development of a version of the Bamako initiative is a third. The Bamako approach involves community selection of a volunteer health worker who receives some training ,in health promotion and first aid, a basic drug supply and gets to keep the profits from drug sales to the community. 14. Neither of the first two strategies above appears appropriate for inclusion in the proposed project. Evidence to date indicates that the opportunity cost of beneficiary travel to MOH facilities outweighs perceived benefits of promotional and preventive MCH interventions, including nutrition counseling and detection of sub-acute infections. Moreover, uneven response at fixed facilities has reduced consumer confidence in public health services at the periphery. 15. Getting MOH personnel to visit communities often enough and, when there, to spend the time needed for effective MCH promotional and preventive activities also has proven difficult. Combining community MCH work with a school or ECEC visit has generally not been cost-effective elsewhere and does not seem to have received Kenya priority. 16. On balance, it appears likely that successful delivery of a community outreach program targeted on mothers and pre-school children by present MOH personnel would require a fairly substantial reorientation of the public health system in the geographic areas to be covered. 17. The Government has accepted the main principles of the Bamako initiative as part of national health policy. Some limited MOH experiments with Bamako-type programs have taken place. The results are reported to be generally positive. However, the MOH has yet to develop a national strategy and program for widespread expansion of the village-based approach. Whether under its present staffing configuration and operational style the MOH could successfully implement a Bamako-type program on an operational scale also remains to be determined. Moreover, the Bamako initiative focuses on the Annex D Page 4 of 8 more general health needs of the community as a whole rather than the specific requirements of pre-school children. 18. Non-Government Organizations (NGOs). A number of NGOs have developed and implemented paradigms for community-based health delivery which have included one or more parts of the service package described above. Several have also put variations on the Bamako initiative in place both before and after its promulgation. Most of these efforts also have been relatively small-scale and somewhat limited in scope. However, they offer positive lessons particularly in areas of training and supervision. C. Detailed Component Description 19. With the above experiences and resources in mind, the component would test at least one of the following three delivery modes in villages where the ECEC has stabilized and an active pre-school committee (PSC) is in operation: (a) GOK model - Pre-school committees selects community child health (CCH) aide. Health department at district/division level trains CH aide (CCA) and CHW provides technical supervision on monthly basis for first six months and as infrequently as quarterly thereafter depending on individual performance. MOH supplies scales, growth charts, Vitamin A capsules, deworming medication and communications materials. (b) NGO Model - Pre-school committees select CHW. Project contracts with NGO such as AMREF which has experience in community health training to train and supervise CCHA and provide logistical and material support. 20. In each case, the division (around 100 ECECs) would be the unit of service organization. Table 2 outlines the basic intervention delivery framework and its relationship to problems, process and impact objectives and their indicators. Work Routines, Supervision and Training 21. Based on experience elsewhere, it is expected that for a population of around 1,000 persons the GMPA would need to allocate around 53 hours per month to carry out the interventions in Table 2. Based on a population of 1,000, with around a 32 per 1,000 birth rate, initially there would be around 60 children aged 1-3 years of age and around 90 aged 3-6 years. (Estimated pre-school population growth of around 16% during the project period has been excluded from these initial calculations.) GMP - monthly weighing of children 1-3 years, plotting weight on growth chart and counseling mother: 10 minutes per child, or 10 hours per month. Counseling of pregnant women in last trimester/new mothers on lactation management, 10 contacts of 15 minutes' duration with groups and individual women, around three hours per month. Quarterly weighing of children 3-6 years, plotting weights and counseling mother @ 10 minutes per child, avenge of around five hours per month. Annex D Page 5 of 8 * Diarrhea management - two 30-minute meetings with four groups of mothers of children <3 years of age monthly, or four hours per month. • ARI - one hour baraza for general parent education and eight 15-minute contacts with individual mothers, around three hours per month. * Skin Infections - two half-hour talks to groups of mothers, plus average of 12 scabies cases monthly for benzyl benzoate administration at 10 minutes each with individual counseling, around three hours per month. * Vitamin A - Semiannual mass dosing of 1-3 year olds, 10 per month at six minutes each, around one hour per month. * Worms - Semiannual mass dosing preceded by 30-minute talk to two groups of parents of 3-6 year old children at ECEC, three hours every six months, or 30 minutes per month. Malaria - Two 30-minute monthly meetings with groups of parents on malaria prevention, recognition and control, around one hour per month. - Schistosomiasis - Annual 30-minute meeting with four groups of parents to prepare for MOH administration of praziquantel, or around 10 minutes per month. • Social marketing, spot counseling - Neighborhood visits to hand out materials, informal doorstep counseling, etc. 30 minutes daily, or 12 hours per month. * Record-keeping - 30 minutes daily, or 12 hours per month. * Training - Supervisory interaction and in-service training, four hours per month. plus eight hours every quarter. 22. The CCHA could be an ECEC teacher, a traditional birth attendant, a primary school teacher, a previously-trained community health worker, or any other reasonably literate, numerate and credible community resident with a commitment to undertake these activities and the time to do so. Who would supervise the CCHA depends on which of the three delivery models operated in a particular division. However, CCHAs would receive monthly supervision for at least the first six months after completion of training, and no less frequently than quarterly thereafter, as well as four full days of formal in- service training yearly. Only divisions which could assure that supervision frequency would be eligible to take part in the component. The supervision routine would be developed by the MOH or implementing NGO and approved by the national working group (see below). 23. CCHAs would receive preservice training for 45 days each in two batches of 50 at the district level. Supervisors would receive at least ten days' full-time training; at least three days would be joint with CCHAs from the same division. The curricula would be approved by the national working group (see below) after development and pretesting by either the MOH individually or in collaboration with one or more NGOs under contract. 24. Under the MOH delivery option, the component would finance a program to train district MOH staff to train CCHAs and supervisors in technical subjects. The community mobilization and behavioral change aspects of the training would arranged by NACECE. It may choose to have DICECE staff trained for that purpose by the social marketing firm Annex D Page 6 of 8 which would prepare communications materials. The District Medical Officer would be required to release staff for training as trainers and subsequently to train component personnel as required. To even out the training and management load, each district will inaugurate the component in one division per year. Material Support 25. Each CCHA would receive a scale for weighing children in 1 OOg increments which could be calibrated in the field. Scales and medications would be procured either through international competitive bidding (ICB) in accordance with World Bank guidelines or through UNICEF, which the Bank recognizes as equivalent to ICB. If it were the procurement agency, UNICEF would arrange their delivery to MOH offices at the district level or to NGOs, depending on the service delivery mode in each district. 26. Communications materials would be developed under contract with social marketing consultants who also might contribute to the development of a component communications strategy. To minimize translation and related printing complexities and costs, emphasis would be on verbal and visual rather than written communication. D. Component Organization and Management 27. National Level. Overall manager of the component at national level would be the official seconded from the MOH in the MOE office responsible for project coordination. He or she would chair a health and nutrition working group. Its membership would include representatives of the sections of the MOH most directly concerned with MCH, including immunization; the community mobilization office of NACECE, and NGOs active in providing outreach health/nutrition services at the periphery. Others with relevant skills and experience could also be invited to join. The working group would meet at least quarterly. It would: (a) review proposed component budgets and work plans; (b) track physical and financial progress of the component, including monitoring and evaluation activities; and (c) recommend ways of resolving implementation bottlenecks. Each member would be expected to spend at least one day per quarter observing component activities in the field. 28. District Level. The District ECD Implementation Committee would oversee the component at district level and assure coordination among the agencies involved. The main tasks at the district level would be to work with division staff to formulate a division work plan and budget, to ensure timely implementation and proper monitoring and to resolve local operational issues. 29. Division Level. DICECE program officers decentralized to the division level would have an oversight responsibility in regard to community mobilization for health and nutrition activities in pilot project areas. As part of their ECEC supervision, they would be expected to review levels of community participation in the health and nutrition problem and act as an early warning system for major demand-supply service gaps. Annex D Page 7 of 8 30. Community Level. Before introducing the pilot program, a plan for introducing these services to the community needs to be formulated and carried out. The purpose of the plan is to ensure as good a fit as possible between services available through the project and the community's priorities and perceptions. By sensitizing both the community and service providers in advance, a more favorable implementation climate hopefully will emerge. 31. At each of these levels, a series of health management committees have already been constituted by the MOH for primary health care. These committees will coordinate with the ECD Committees in the planning, supervision and monitoring of health activities in ECD centers and the communities. The health coordinators at each level will facilitate this process. Annex D Page 8 of 8 Table 2 Health And Nutrition Component Matrix Problem Target Group Intervention Process Indicators Impact Goal Physical Inputs Who Does It? PEM Preschool children Monthly weights and Coverage: children Increase proportion of Scales, growth GMPA for children (faltering growth) > 1 year of age nutrition counseling of weighed as % of target children with normal charts <3; ECE teacher mother group growth velocity for >3 children Diarrhea Preschool children Train care-givers on home No. of GMPA monthly Reduce severity, duration Communications GMPA > I year of age treat-ment and when to contacts on diarrhea of diarrhea episodes materials seek professional care management Acute Preschool children Train care-givers to No. of GMPA monthly Reduce ARI severity, Communications GMPA for children Respiratory > 1 year of age recognize symptoms and contacts on ARI duration materials <3;ECE teacher Infections (ARI) in basic care management for > 3 children Vitamin A Preschool children Semiannual Vitamin A % of children covered Reduction in acute Vitamin A GMPA for children Deficiency > 1 year of age supplementation Nutrition manifestations capsules < 3;ECE teacher education of caregivers Communications for >3 chil dren materials Worms Children 3-6 years Periodic deworming % of children covered Reduce prevalence, Mebendazole ECE teacher Hygiene education No. of GMPA monthly intensity of infection Communications /GMPA messages delivered Reduce re-infection rate materials Schistosomiasis Region-specific Annual prophylaxis % of children covered Reduce prevalence Praziquantel ECE teacher children 3-6 years /GMPA Malaria Preschool children Presumptive case % of children treated and Avert acute phase of Chloroquine GMPA/ >I year detection, treatment, referred malaria; reduce incidence Communications ECE teacher referral No. of bednets in materials Promotion of bed nets community Annex E Page 1 of3 ECD COMMUNITY GRANTS SUPPORT COMPONENT A. Background And Objectives 1. The objectives of this component are: (a) to assist the most needy communities in developing financially viable and sustainable ECD services. (b) to assist the most needy preschool children to access ECD services. 2. Experience in the last decade indicates that thousands of Kenyan communities are interested in the development of ECD services and parents have been willing to provide their own share by the providing land, school building and paying fees for operating expenditures. However, most of the community/parent-managed ECD centers are constrained by low levels of funding. The WB (1995) series of studies on early child development show that these community owned and managed early child development centers (ECD) rely almost exclusively on parents' fee contributions for its operating and maintenance costs, and virtually no direct contributions from government. These centers lack sustainable financing since fees are not enough nor are collected regularly and therefore are not sufficient to pay for recurrent costs such as pay for the preschool teacher/provider, or learning materials, maintenance of facilities or for feeding or health services. 3. This pilot financing mechanism is intended to test and learn from these pilots alternative methods of making these ECD centers financially viable and sustainable over the long term . A financing mechanism using trust funds will be tested in community/parent-managed ECD centers. B. Description Of The Proposed Financing Mechanism 4. Overview of Mechanics for the Grants. This pilot will set up an ECD Trust Fund for each pre-school in order to provide the school with a steady income stream to meet monthly recurrent costs. In order for an ECD center to qualify for the fund, the community must initially collect an amount for an ECD Fund. The project will then provide a grant which will be added to the ECD Trust Fund account. The minimum amount eligible for a grant will be six months operating costs of the center. The maximum amount that will be matched over the four years of the project will be KSh 100,000. The ECD Fund will be held where applicable in a protected interest bearing trust account in the nearest approved bank with three signatories designated by the ECD Committee (including the chairperson and the treasurer). The Fund can be used to pay for eligible expenditures (such as augmenting teachers salaries, learning materials, school improvements, bursaries and school health and nutrition). Every month the pre-school committee will deposit the fees collected and make withdrawals against pre-approved budget for eligible expenditures which must be submitted together with the withdrawal Annex E Page 2 of 3 request. Every quarter, the statements of expenditure will be sent to DICECE/NGO with the monthly budgets attached for accounting and auditing purposes. 5. The community would be able to fund a significant proportion of the operating expenses of the ECD center. Parents will continue to pay school fees and any savings can be used to periodically increase the capital fund. The community will be encouraged to further build up the fund by harambee since inflation is likely to eat up the capital if no new funds are added or if school fees is not consistently collected. 6. This financing mechanism is intended to make the center financially self- sustainable beginning in the third year of the project. The purpose of the piloting is to understand and learn from the experience. Technical assistance in self-management, accounting, fund raising (by income generating activities), planning and budgeting will be provided by the community mobilization and capacity building component of the project. 7. Eligibility Criteria for the Centers. In order for an ECD center to qualify for the matching grant, the following eligibility criteria will be applied: (a) The preschool must be community/parent managed. (b) Current (1995) fee per child charged by the preschool should be less than K Shillings 3,000 per year. (Reason: preschools charging fees higher than this amount are likely to be adequately funded) (c) The center must have an organized preschool committee--at least with a chairman, secretary and treasurer--and meet regularly. (d) The center committee members must have undergone training in bookkeeping, banking, planning and budgeting. (e) The center must have a bank account, where applicable, with three signatories. (f) The center must have a certified record of school attendance, list of pupils and information regarding these pupils. (g) The center budget must be affixed on the premises and must be approved by the committee. C. Criteria for Selection of Pilot Project Areas 8. Since the pilot project is intended to test both the technical and administrative feasibility of grants, the pilot areas will be selected based on criteria that will allow for a systematic evaluation of its impact on children and success (or failure) in administrative procedures. The selection should allow for testing of the matching grant administration in difficult areas as well as in areas with good administrative infrastructure. 9. For purposes of this pilot project, a total of 2,000 preschools will be selected in 14 districts. The final selection of districts and divisions within these districts will be Annex E Page 3 of 3 determined by MOE using pre-determined criteria and after considering the availability of other ECD programs currently sponsored by other donors. D. Phasing Of Pilot Project 10. The grants pilots will be introduced in the second year up to the fourth year of the project. During the first year, the administrative procedures will be firmed up by MOE and the selection of the project areas will be determined. During the first year, the community mobilization and capacity building is expected to be conducted in the pilot areas. This includes the organization/strengthening of the preschool committees, training in accounting, management, procurement and banking of key members of the committee, and preparing the preschool for the pilot grants. It is also expected that the preschool teacher will be given training/orientation, or enrollment in the training courses. E. Administrative Procedures 11. Grants will be allocated to preschools under the following procedures: (a) Selection of Pilot Areas. Pilot districts and divisions will be selected using the above criteria. The selection process will be designed to afford maximum transparency and impartiality. (b) Awareness Campaign. News and information of the availability of the matching grants will be disseminated throughout the pilot areas. (c) Submission of Grant Application and Certification of Grant Award. Applications will be received from the selected divisions. Based on criteria for eligibility, the center that will be awarded the grants will be notified. (d) Letter of Agreement. After selection of the center, a Letter of Agreement will be signed by the NGO/MOE and the Chairperson of the ECD Center Committee specifying the terms and conditions of the grant. (e) Disbursement of Grants. Grants will be disbursed into the bank account- -a protected Trust Fund-- of the ECD center. The project will disburse the grant up to a ceiling of K Shillings 100,000 unless otherwise agreed. (f) Report of Quarterly Statements. Quarterly SOEs will be the basis for monitoring the use of the grant, and for evaluating the benefits accruing to the receiving ECD centers, and identifying measures to be taken to in December, the second in March and the third in July of each year. (g) Auditing. Random audits will be conducted against records maintained by the ECD center to verify utilization of the grant. Annex F Page I of 6 PROJECT MANAGEMENT AND COORDINATION Overall Project Management and Coordination 1. The National Steering Committee. The project will receive overall policy and strategic direction from a national, intersectoral ECD Implementation Committee (NECDIC) chaired by the Permanent Secretary, Ministry of Education. Members of the committee would include the Director of Education, the Chief Inspector of Schools, the Senior Deputy Director in charge of Primary Education, the Director of the Kenya Institute of Education, the Coordinator of NACECE; the Secretary, Teachers' Service Commission, a senior official each from the Ministries of Finance, Health, Culture & Social Services, Local Government and Home Affairs, representatives of NGOs and nominated experts. The Project Coordinator (see below) would be the Secretary to the Committee. The committee would meet at least once a quarter to discuss and approve project work plans and budgets, ensure prompt deployment of funds for project activities, review project progress and impact and discuss policy issues arising from the implementation of the project. The constitution of the NECDIC is a condition for Board presentation and assurances will be sought for the maintenance of the committee during the project. 2. The ECD Section of the Directorate Division of MOE. The ECD section of the Ministry of Education will be strengthened and the head, whose qualifications and experience will be satisfactory to IDA, will be named Project Coordinator. The Project Coordinator will (a) be the Secretary of the ECD Implementation Committee (b) facilitate project coordination and implementation and monitor project progress and (c) handle IDA's administrative requirements. The ECD section will be strengthened with four new professional positions for Monitoring and Evaluation, Health and Nutrition and Community Development and Accounting and two support staff. Responsibilities of the unit include the preparation of annual work plans in accordance with the Project Implementation manual, monitoring of project activities and project finances and accounting. The PE would be responsible for managing the information data base and conducting analysis of implementation and procurement. Assurances will be sought at negotiations for the nomination of a Project Coordinator satisfactory to IDA during the project. 3. NACECE. The functions of NACECE are being reviewed and the institution strengthened to carry out its overall innovation and quality assurance roles. Existing positions include 12 professional staff in 6 sections responsible for training, curriculum, human growth and development, research and evaluation, resources management and community and parental education respectively. The institution is managed by a Coordinator and a Deputy Coordinator. Job descriptions of existing staff will be redefined and a staff development plan prepared. The filling up of key vacancies will be a condition of Board Presentation. NACECE will be provided with necessary equipment and supplies including desk top publishing facilities and tools for making play materials and the library will be strengthened. NACECE's establishment will be strengthened per Annex F Page 2 of 6 existing proposals under consideration of KIE. Funds have been allocated for specialist technical assistance for project related activities. The District Level 4. The District Steering Committee. An intersectoral District ECD Implementation Committee (DECDIC) will be constituted at the district level which would meet on a monthly basis. The Committee would be chaired by the District Education Officer and the Program Officer, DICECE will be the Secretary. Other members would include representatives from the Ministries of Health, Culture and Social Services, Local Governments and NGOs working in the district. 5. DICECE. At the district level, the DICECE will facilitate a consortium of all actors involved in the delivery and promotion of ECD services. The DDC and the DEB will be used to discuss ECD issues and coordinate resources. The current DICECE staffing pattern consists of 6 professionals each in 20 fully fledged DICECEs (those that offer residential training) and 4 professionals each in 31 associate DICECEs. However only 168 of the 292 positions are currently filled. Under the project, the recommendation of the management study undertaken as part of project preparation, to decentralize the DICECE staff to the divisional level will be piloted. DICECEs will be staffed up to the full existing establishment of 6 trainers and staff strength will be increased to 8 in some DICECEs by the end of the project. This will involve the filling up of vacant positions (for which the process has been initiated by the Teachers Service Commission), and the establishment of essential new positions during the course of the project. DICECE positions include a Program Officer in the grade of Senior Lecturer, a Community Mobilization Officer and Training Specialist in the grade of Lecturer, and a data analyst. A pilot program specialist will be included for each pilot district. The professional staff will be supported by a bookkeeper, typist and general helper. The DICECEs will be strengthened with necessary equipment and supplies such as computers, audio-visual equipment and duplicating machines. Means to improve mobility will be provided. As an initial exercise, the DICECE will map ECD facilities in each district, identify all the entities providing ECD services including local governments and the private sector, identify gaps and areas that are not being served. Annual district plans will be based on the baseline information and the decisions of the DDC and DEBs. The Community Level 6. Pre-school Committees. At the community level, pre-school committees would have the principal responsibility for the management of the ECD centers and would be trained for the purpose. Those pre-schools that are attached to primary schools and managed by statutory pre-school committees, will expand their committees to include the pre-school teacher and representatives of parents of pre-school children. Terms of reference and composition of these committees are elaborated in the Project Implementation Plan. Stand alone pre-schools will be managed by community Annex F Page 3 of 6 committees. These committees would receive training and technical assistance to improve their managerial capabilities (see Annex C). Supervision 7. Strengthening both the quality and the amount of supervision of ECD teaching and management practices is an important means that the project will use to improve the quality of the centers. Currently, most ECD teachers and committees receive considerably less technical guidance than they need. Partly this is because the ECD program has expanded so quickly and into even difficult-to-access areas. The sample survey conducted as part of project preparation showed that headmasters of primary schools attached or linked to pre-schools often provide some supervision. Local government sponsored centers are supervised by pre-school supervisors employed by local governments. Assistant Inspectors of Schools at the zonal level also visit pre- schools attached to primary schools. However, supervisory visits to the majority of ECD centers tend to be irregular and even less frequent than once every 90 days, although monthly technical supervision particularly of untrained preschool teachers would be a more appropriate norm. The lack of a supervision strategy, standards, work routines and training affects the quality of whatever supervisory interaction takes place. 8. The project would seek to make supervision a more effective tool for improved program performance in three ways. First, it would finance the cost of establishing supervision protocols which emphasize supervision as an opportunity for problem solving and in-service training for ECD teachers rather than as mainly an inspection function. Second, the project would finance the training of supervisors in the application of the new approach to supervision. Third, by a combination of redeploying and augmenting DICECE staff, and training headmasters and primary school inspectors in the supportive supervision of pre-schools, the project would raise the frequency, regularity and quality of supervision to more satisfactory levels. 9. The Inspectorate MOE would be responsible for formulating the new supervision standards and work methodology. The protocols would derive from a careful analysis of the main performance weaknesses. They would take into account the wide variations in educational background and previous experience of ECD teachers as well as the difference in professional skills between the 70% who remain untrained and those who have completed the pre-service training course. The InspectoratelNACECE also would develop and organize training programs to speed the effective adoption of the improved approach to supervision. 10. The project would test three ways of increasing the frequency, duration and effectiveness of ECD teacher supervision. The first innovation would be to increase and decentralize DICECE staff to the divisions. Under this option, one DICECE officer in the grade of Assistant Lecturer would be assigned at the division level for every 50 preschools (approximately two officers per division). This ratio would permit one supervisory visit to each pre-school every three months. While this is far less than desirable, the use of program officers may improve the quality of supervision and Annex F Page 4 of 6 stationing them closer to the preschools should increase the supervisory time per visit. The core DICECE staff at district level under that scenario would consist of four professionals. Divisional DICECE staff would be brought to the district level as needed to help teach the residential DICECE pre-service courses for untrained preschool teachers. DICECE staff will be provided motorcycles. 11. Secondly, the zonal inspectors of schools (ZIS) at the subdivision or zonal level will be trained in pre-school supervision and their job descriptions revised to include the supervision of pre-schools. The number of ZIS per division would be increased to enable them to have a reasonable workload in view of the additional responsibility for about 30 pre-schools per ZIS. The divisional DICECE officer would supervise and provide in- service training to the ZIS and would make regular spot visits to weak centers. Control mechanisms will be put in place to ensure proper utilization of vehicles. 12. Thirdly, the project would create formal supervisory linkages between head teachers of primary school and neighboring ECD centers. Around 40% of centers already are either attached or in some way linked to a primary school. Mapping school locations would result in clusters of around five preschools for which head teachers would have supervisory responsibility. The DICECE would train head teachers in supervision methodology and practices. Head teachers would make monthly supervisory visit to each ECD teacher in the particular cluster. Bicycles will be made available for purposes of inspection. Project Implementation 13. Core components. NACECE will be responsible for implementing the core components of Improved Teacher Performance/Training and Community Mobilization/IEC. Two implementation models will be tested under the Community Trust Funds/Support Grants and Health and Nutrition components. In the first model, lead NGOs will be selected to implement the pilots in selected districts subject to approval of work plans and budgets by the NECDIC and DECDICs. The NGOs will support community based organizations in grassroots implementation. Criteria for selection of national NGOs includes an established working relationship with GOK, experience in ECD, financial management capacity and the contribution of counterpart funds to cover overhead/administrative costs and project activities. In the second model, the GOK will implement the pilot component with collaborating agencies at the district level. Funds would flow directly to the districts where they would be disbursed according to work plans approved by DECDICs and the NECDIC. The Transition Pilot will be implemented by the MOE Inspectorate and KIE. Project Implementation Manual 14. A draft Project Implementation Manual (PIM) was submitted to IDA on April 1, 1996. The Manual lists the districts targeted for implementation of the pilot activities and the criteria for their selection. To facilitate the process, a ranking of districts on the basis of composite income, nutrition and education indicators has been prepared. On the basis Annex F Page 5 of 6 of these indicators, the GOK has made a preliminary selection of 24 districts for the implementation of the pilot components. The further selection of districts for the implementation of each pilot will be made on the basis of on-going activities in the districts. The selection of NGO led and GOK led districts, similarly, will be based on the extent and nature of NGO presence in selected districts. Each district will have one type of pilot activity and leadership provided by GOK or an NGO in a district will be mutually exclusive. Implementation of the pilots at the community level is not expected to begin before a full year of preparation including the selection of NGOs and training. The PIM lists the activities under each component, persons responsible, time table and costs. The Manual also provides job descriptions, qualifications, recruitment timetables and work routines for key positions at various levels. 15. Annual project plans for each fiscal year (July to June) will be submitted to IDA in January of each year, following a joint review of project implementation. A mid-term review of the project will be held in February 1999. The results of the evaluation, particularly of the pilots, will be used for purposes of structured learning and any necessary adjustments in project design and implementation. Annex F Page 6 of 6 Organization Structure - Early Child Development Project National Steering Committee NACECE Project Coordinator (Teachers Training (Head of MOE and Community ECD Unit) Mobilization) _ ~~NGOs _GOK (Grants - Pilot Health (Grants - Pilot Health & Nutrition Pilots) /Nutrition Pilot) District Steering Committee DICECE Comimunity Preschool Committee ECD Center Annex G Page 1 of 10 MONITORING AND EVALUATION COMPONENT A. Objectives 1. The Monitoring and Evaluation (M&E) component would have three goals: first, to track the supply of ECD and other inputs in the project; second, to monitor project outcomes, such as increased participation, especially by disadvantaged groups, in ECD centers and improved quality of ECD services; and finally, to evaluate the impact of the project and its components, wherever possible, on measures of child outcomes, such as the cognitive, social and physical development of children. B. Framework and Indicators 2. The impact on child outcomes of ECD services provided by the project can best be viewed as a series of production processes involving different inputs and outputs. The ultimate output of this process is the cognitive, social and physical development of the child. Among the many inputs determining this outcome are the (unobserved) innate ability of the child, socioeconomic status of the family, the environment of the community in which the child resides, and the 'output' of ECD services. 3. The latter is itself 'produced' by various ECD inputs, such as teaching staff, care givers, home facilities, school and classroom facilities, learning materials, and community involvement, among other things. The project and its components thus represent the first stage of inputs into the 'production' of child development. Intermediate outputs of the project would include the total number of children, as well as the number of children from underprivileged family backgrounds, participating in ECD centers and the quality of ECD services being provided. 4. Each set of inputs and outputs in the production process is measurable by various indicators. For instance, project inputs can be measured by the amount of funds spent on different components, the number of teachers or care givers trained, and the number and type of school feeding programs operated. An illustrative list of project output indicators would include increased enrollment rates (aggregate and separately for each gender and for different age and spatial groups); increased availability of ECD services for children from low-income backgrounds; improved quality of learning materials and classroom facilities; increased levels of community and parental participation in ECD activities; and more comprehensive coverage of immunization and feeding programs. 5. Non-project inputs into child quality can be divided into three categories: child- level factors (such as age, sex and birth order); household-level variables (such as household size, parental age, occupation, education, and family income); and community- level variables (such as the availability and quality of existing school and health infrastructure). Annex G Page 2 of 10 6. Finally, sample indicators of child outcomes would include, inter alia, letter and word recognition, language and arithmetic skills, reading skills, and intelligence-test scores (cognitive development); age of entry into primary school and grade progression in primary school (primary school readiness); weight, height, and sensory motor skills (physical development); and peer group interaction and classroom participation (social development). C. Detailed Description of the Monitoring Component (a) Nature of data to be collected 7. The existing MOE and DICECE staff at the district, divisional, and zonal levels will be used for monitoring purposes. These include the DEO, EO, School Inspectors, AEO, ZIS, TACT, and the ECD Officer. In addition, to ensure data reliability and utilization of data by final users, it is proposed that most of the monitoring data at the center level be collected by preschool teachers and head teachers. 8. At the ECD center, monitoring data would be collected by means of three instruments: child cards, center registers and wallcharts, and a survey of ECD centers. 9. Child Card. Every center would be required to maintain a register. One copy of the card would be kept at the center, and another copy would be kept by the child's mother. The child card would consolidate information already being collected in the admission and attendance records that are maintained by most preschools. In addition to basic identification details (such as name, parents' names, address, village/zone/division/district of residence, etc.), information would be collected on the child's characteristics (viz., age, sex, birth order in the family, type of disability, if any, and place of birth) and family background (e.g., parents' occupation, age and education). 10. The child card would also include a running health and immunization record that would note the dates and results of anthropometic measurements and immunizations received by a child. In addition, a running attendance record would note the number of days in each month that the child was absent from the center for reasons of ill health, nonpayment of fees, or other factors. Finally, an assessment record would note the dates and results of any cognitive or social assessments or tests performed on the child. 11. Center Register and Wall Chart. In addition, each center would maintain a preprinted register and wallchart where aggregated information from the child cards and on the center worker's performance would be noted monthly. The center register would contain data on no more than 15 monitoring indicators, while the wallchart would report even fewer -- say, 8 -- indicators. Examples of these indicators are: center attendance rate during the preceding month, number of children immunized, supervisory visits to the center, and time spent by the center worker in major activities (e.g., stimulation, teaching, health and nutrition, counseling, training, etc.). The wallchart would be put up in a location for maximum visibility. It would be erasable, so that the information on it could be readily erased and updated each month. Annex G Page 3 of 10 12. Survey of Centers. A one-time sample survey of centers participating in the project would be undertaken at the time of project initiation. The survey would be updated annually to note any changes taking place over the course of the year. A 10% probability sample of all centers participating in the project will yield a sufficiently large sample size to provide representative monitoring data. This sample will have to be stratified by geographical region as well as by project component for retaining representativeness. 13. The information to be reported would be similar to that covered in the 1994 Survey of ECD Centers. (Indeed, the same sample of centers selected for the 1994 survey could be used.) Briefly, it would include the center's name, address, registration number (if any), sponsorship, and the type of attachment (if any) of the center to a primary school. In addition, information would be collected on the physical facilities of the center (viz., number of rooms in the home, type of classrooms; and numbers of functioning toilets, desks, blackboards, water fountains, and play fields). Data would also be obtained on the number of school committee and PTA meetings; frequency and coverage of school-wide medical and nutritional interventions, such as deworming, growth monitoring, and vitamin A supplementation; and frequency and type of school feeding programs. In addition, the survey would note the dates and types of specific project interventions. 14. Finally, the survey would obtain detailed information on each staff member, including his/her function (e.g., child care, whether teaching, administration, etc.); date and manner of recruitment in the center; initial academic and professional qualifications at the time of recruitment; the date, type and duration of any additional training obtained while employed at the center; and the value of salary and other benefits received. (b) Frequency of Data Collection 15. Child cards would be updated continuously, and would contain precise dates of events (such as immunizations). For example, information on a child's family background would be collected only once, either upon the child's admission in an ECD center or at the time of the center's induction into the project (for children already enrolled in the center). Likewise, whenever a child would be weighed, his/her weight would be recorded, along with the date of the measurement, on the child card. Center registers and wallcharts would be updated on a monthly basis. The baseline sample survey of ECD centers would be undertaken at the time of project initiation, and updated for any changes each year. (c) Selection of ECD Centers 16. Child cards would be maintained by all centers participating in the project. The survey of centers would be administered to approximately 10% of all centers participating in any component of the project. Centers will be selected for inclusion in the survey on the basis of several criteria, including geographic location, socioeconomic status, and participation in various components of the project. A certain number of centers will be surveyed in the first year even though the project might not be phased in these centers Annex G Page 4 of 10 until a later period. These centers would provide a matched control group in years one and two of the project, thus permitting comparison of process outcomes in communities exposed and not exposed to the project intervention. (d) Who would collect the data? 17. Community Health Workers and Head teachers at the ECD center would be responsible for maintaining child cards for each of their pupils. Center registers and wallcharts would be maintained by the head teacher or other center workers. The survey of centers would be undertaken by a team comprised of technical consultants, MOE staff and staff from the Central Bureau of Statistics. (e) Transmission and Use of Monitoring Data (Management Information System) 18. Each quarter, the ECD officer or DICECE officer-in-charge would collect information from the child cards, center registers and center wallcharts in each of the centers in his/her area, and bring it to the DICECE office. The information would be entered in a computerized database at the DICECE office. (In DICECE offices that do not have electricity or computers, the information would be entered manually on a coding sheet.) Periodically - say, every quarter - the DICECE office would transmit the information electronically - or manually in the case of offices not having computers, telephones or fax/modems - to the PPE section in the MOE, which would maintain a national database of ECD-enrolled children and ECD centers. 19. There would be several ways in which the management information system (MIS) could be used for district planning purposes. First, trends in enrollments, by age group, socioeconomic group, and gender, could be calculated for the entire district as well as zones within the district. This would indicate progress that the district and its divisions were making in expanding access to and improving equity in the provision of ECD services. Likewise, trends in immunization rates, anthropometric indicators, and child assessment indicators would provide important evidence on the progress (and weaknesses) of the project in specific areas. Comparisons of enrollment rates and other indicators across centers participating in various components of the project and those not participating in these components, with appropriate controls for other variables, would indicate the marginal effects of different project components on project outcomes. 20. Second, a system would be set in place whereby the DICECE officer would supply certain aggregated information and profiles back to each of the centers in the district. For instance, centers would receive information on how their enrollment trends, nutritional status indicators or community mobilization efforts compared against other centers in the district. The pointing out of specific areas of weaknesses and strengths to each center would permit centers to deploy their resources differently or to target their ECD services more narrowly to specific age, sex or socioeconomic groups. This is an extremely important aspect of the monitoring component, and one whose importance cannot be overemphasized. Annex G Page 5 of 10 21. Third, the national database would be helpful in evaluating the impact of specific project inputs on project outcomes, like national enrollments, teacher quality, and participation in ECD by low-income groups. The monitoring data would also supplement the mid-term and post-project impact evaluation to be undertaken. To the extent that some centers reporting monitoring data would be ones where the project components would only be phased in later, one would have a control group of centers not (yet) exposed to project intervention. D. Detailed Description of the Evaluation Component 22. The evaluation component differs from the monitoring component in that it will deal with the impact of the project on child outcomes. For a proper evaluation exercise, children not exposed to project intervention will be needed as a control (comparison) group. This in turn implies that ECD center-based data are not sufficient for evaluating the impact of ECD services on child outcomes; the data would have to come from a general survey of households, some of whose children have been exposed to ECD services and others not. 23. The evaluation component will consist of a baseline survey of households to be undertaken around the time of project initiation (January - July 1997). The sampling design will have to be developed so as to ensure inclusion of control households that will not have access to project-supported ECD centers as well as sufficient coverage of households exposed to different project components. In addition, the sample will need to include a sufficient number of children of different ages in each of the project intervention and control groups to undertake cohort-specific analysis. A sample of 5,000 households may need to be fielded, of which approximately one-half will be drawn from the catchment areas of ECD centers participating in the project. The selection of communities for surveying will require planning as treatment groups will have to be matched to control groups on the basis of socioeconomic, demographic and infrastructural characteristics. 24. Because the cognitive, social and physical development of children is determined by much more than ECD program intervention, the household survey will have to be a general-purpose one that obtains information on a wide range of individual-, household-, and community-level variables. Because cognitive and social development are important outcomes that may be influenced by early childhood education, the baseline survey will include well-established psychological tests of cognitive achievement, intelligence, and social interaction (administered to, say, a subset of sample children). 25. The same households will be resurveyed for a mid-term evaluation in year three (January 1999) of the project and once again for the final evaluation at the end of year five (viz., January 2001). The repeat surveys will obtain broadly similar data as the baseline survey. 26. Because of the large size of the data sets generated from the longitudinal evaluation surveys and the complex nature of the methodology involved in proper Annex G Page 6 of 10 evaluation work, the impact evaluation will need to be undertaken by a group of technical consultants and staff from the Central Bureau of Statistics that are familiar with large- scale data collection and analysis. This group will work in close collaboration with NACECE and the MOE at all stages of the evaluation - survey design, data collection, and data analysis. Indeed, since the Central Bureau of Statistics (CBS) is proposing to field a national Welfare Monitoring Survey of Households annually, the project might not even need to conduct separate evaluation surveys. With (a) minor modifications, including an additional module, to the basic WMS questionnaire, (b) better coordination on timing of the surveys with the CBS, and (c) additional purposive over-sampling of households in project intervention regions, it might be possible to use the proposed WM surveys as the baseline, midterm and post-project evaluation surveys" This will result in considerable costs savings. E. Detailed Description of Special Studies 27. In addition to the monitoring and evaluation exercises described above, there will be a need for special studies that: (a) address policy development issues; (b) deal with operational research issues; and (c) evaluate anv specific issues or problems not covered by the regular M&E activities (e.g., training and supervision). For example, monitoring data from the child cards, center registers and wallcharts, and the survey of centers will provide quantitative information on project outcomes. They will not permit monitoring qualitative changes taking place among parents and communities in behavior and attitudes, as well as monitoring such things as the effectiveness and appropriateness of curriculum changes as perceived by teachers. For this reason, it would be important to supplement the quantitative data on monitoring with qualitative information obtained from small focus group discussions with teachers, parents and communities. These could be the basis of a special study. 28. Another set of special studies would focus on evaluation of specific project components. For instance, the issue of which package of health and nutritional interventions -- immunization, Vitamin A supplementation, deworming -- is the most cost-effective is one that calls for a more focused evaluation. Likewise, the most effective mode of delivery in the community mobilization component is an operational research issue that is best addressed by a special study devoted entirely to this question. 29. Not all of the special studies that need to be undertaken can be described in advance; the need for some of them might be felt during the course of the project. F. Organization and Management 30. At the national level, the overall manager of the component would be the head of the Research and Evaluation group within the MOE. He or she would chair an M&E working group, whose membership would include representatives from the Ministry of Education, Ministry of Health, Central Bureau of Statistics, NGOs active in ECD and technical consultants. Annex G Page 7 of 10 31. At the district level, a steering committee for M&E would be established under the chairmanship of the DEO, and would include the District Statistics Officer, EO, School Inspectors, AEO, ASI, TACT, the ECD Officer, and representatives of parents' committees, teachers' committees, and NGOs. This committee would oversee all M&E activities in the district. The District Statistics Officer (DSO) would be an important player in this activity, since he/she currently is responsible for collection and management of all data at the district level. However, in practice, most DSOs, who are education officers, allocate their time to several non-data-related activities. For the DSOs to be the chief M&E persons in a district, they would have to be released from their other duties by the DEO. 32. In addition to data collection, management and analysis, the responsibilities of the DSO will include dissemination of monitoring information to the District Education Board and the District Development Committee and to the division people. G. Training and Equipment 33. Currently, all preprimary school data are compiled and analyzed manually. A computerized management information system (MIS) will be an absolute necessity for using large amounts of monitoring data to make quick and appropriate planning decisions at the center, district and national level. Computers equipped with fax/data modems are, therefore, budgeted for each participating DICECE office. These will be used for data entry, cleaning, management and analysis, as well as transmission and receipt of data to/from the MOE and NACECE on a continuous basis. In DICECE offices that do not have electricity or telephone connections, the provision of computers with fax/modems will be staggered, and the project will attempt to find better rental space for these offices. In addition, depending upon the availability of funds, the project could provide for a computer networking system (including electronic mail facility) within the Ministry of Education and NACECE to facilitate intradepartmental communication. 34. At this time, all monitoring and evaluation work, as well as analysis of data collected at the district level, is done at the national level. However, the capacity for undertaking rapid assessments based on data and using these assessments to alter program design or implementation remains weak at the national level. The project will provide for two new staff positions - data entry person and data analyst - at both the MOE and the NACECE. In addition, the project will attempt to build basic data collection, management and analysis capacity at the district level. This will involve training of District Statistical Officers in data entry, database management, simple analysis of monitoring data, and dissemination of monitoring analysis back to the ECD centers. Finally, the project will provide minimal training in the maintenance and updating of child cards, center registers and center wall-charts to ECD center head-teachers and workers. Annex G Page 8 of 10 H. Tentative Implementation Plan Quarter I Selection of M&E Working Group at national level Year 1: Selection of M&E Steering Committee at district levels Installation of computerized MIS in the district Training of District Statistics Officers in data entry, management and analysis Selection of technical consultants, preparation of baseline sample survey instrument, sampling design, pretest of questionnaire, etc. Finalization of child card, center register and center walichart design, and printing of these forms Quarter 2 Baseline survey of households Distribution of child cards, center Year 1: registers and center wallcharts to all ECD centers Baseline survey of ECD centers Quarter 4 Analysis of data from baseline survey of households Year 1: Analysis of data from baseline survey of ECD centers Quarter 2 Mid-term evaluation survey of households Year 3: Quarter 3 Analysis of midterm evaluation survey data Year 3 Dissemination of results Quarter 4 Final impact evaluation survey of households Year 5: Quarter I Analysis of final evaluation survey Year 6: Dissemination of results Annex G Page 9 of 10 Key Performance Indicators Kenya: Early Child Development Project Performance Indicator Planned Actual % (specified annually in the AWPB) Difference Input Indicators Percent of funds disbursed to components: (a) Teacher Training (b) Community Capacity Building (c) Health & Nutrition Pilot (d) Community Matching Grants Process Indicators Project processing time, by component Overhead costs as percentage of total project costs Number of new ECD centers opened Avg. amount of matching-grant contributions raised by communities for preschools Number of supervisory visits by DICECE & Inspectorate & local authority staff to ECD centers Output Indicators Enrollment rate in ECD/home based centers (% of all children aged 3-6 yrs), by gender Enrollment rate in ECD centers, by gender, for children belonging to poorest income quintile Number of preschool teachers trained Avg. attendance rate for children in ECD centers (%) Proportion of children aged 0-3 and 3-6 yrs covered by: (a) deworming campaigns (b) Vitamin A supplementation (c) growth-monitoring campaigns Number of preschool parents' committees formed Annual number of meetings held by preschool parents' committees Avg. presence/attendance rate for ECD teachers & workers (%) Avg. weekly contact hours in ECD centers (hours) Output Indicators % of ECD centers constructed out of permanent materials Avg. ratio of pupils to books and other learning materials % of parents who say they are involved in preschool activities % of ECD centers having a school/center plan Outcome Indicators Letter and word recognition among children 3-6 yrs Weight and height for age of children aged 0-3 & 3-6 yrs Modal age at entry into primary school Gross primary enrollment rate Repetition & drop-out rates in Standards I-IV (primary school) Annex G Page 10 of 10 Midterm Evaluation 35. Midtern evaluation of the project will be undertaken with three instruments: a repeat survey of ECD centers, a repeat survey of households, and a participatory beneficiary assessment. For the household survey, sampling design will have to be developed so as to ensure inclusion of control households that will not have access to project-supported ECD centers as well as sufficient coverage of households exposed to different project components. The repeat household survey will obtain information on household income, household expenditure on preprimary (and primary) education, parental education and age, and the nurnber of children and their age, sex, weight, height, immunization status, participation in preschool or school, and performance on simple cognitive tests. A comparison of the results from the baseline household survey with those from the midterm survey, with appropriate controls for project intervention and changes in household situations, will indicate the midterm impact of the project on outcome indicators. 36. The repeat survey of ECD centers will focus on physical facilities, software (i.e., books, learning materials) availability, number of trained teachers, involvement of school and parents committees in school management, and frequency and coverage of center- wide deworming, growth monitoring and nutritional supplementation activities. As in the case of the household survey, a comparison of the results from the baseline survey of ECD centers with those from the midterm ECD center survey, with appropriate controls for project intervention, will indicate the midterm impact of the project on output indicators. 37. Finally, the participatory beneficiary assessment will use focus-group discussion methods to (midterm) evaluate the impact of the project on community and parental attitudes and outlooks toward preprimary education and on classroom practices and ECD teacher philosophies. In addition, the beneficiary assessment will try to measure the satisfaction of parents and communities with the project intervention and solicit their suggestions and comments on changes in project design and implementation. Annex H Page I of 12 DETAILED PROJECT COST BREAKDOWN Table 1 Project Cost Summary (KSh '000) (US s '000) % Foreign % Total % Foreign % Total Local Foreign Total Exchange Base Cost Local Foreign Total Exchange Base Cost A. Core Service Delivery Support 1. Improved Teacher Training 264,662 6,600 271,262 2% 17% 4,812 120 4,932 2% 17% 2. Community Capacity Bldg. & Mobiliz. 163,700 33,088 196,788 17% 13% 2,976 602 3,578 17% 13% B. Pilot Components 1. Health and Nutrition 164,953 81,569 246,522 33% 16% 2,999 1,483 4,482 33% 16% 2. Community Grants 275,000 0 275,000 0% 18% 5,000 0 5,000 0% 18% 3. Transition to Primary School 44,515 0 44,515 0% 3% 809 0 809 0% 3% C. Project Management 1. Institutional Strengthening 374,481 106,043 480,524 22% 31% 6,809 1,928 8,737 22% 31% 2. Monitoring and Evaluation 46,103 9,800 55,903 18% 4% 838 178 1,016 18% 4% Total Baseline Cost 1,333,413 237,100 1,570,514 15% 100% 24,244 4,311 28,555 15% 100% Physical Contingencies 66,671 11,855 78,526 5% 1,212 216 1,428 5% Price Contingencies 240,014 42,678 282,692 18% 4,364 776 5,140 18% Total Project Cost 1,640,098 291,633 1,931,732 123% 29,820 5,302 35,122 123% Annex H Page 2 of 12 Table 2 Improved Teacher Performance Component (Ksh '000) (US $ '000) Investment Cost Units Unit Cost 1997 1998 1999 2000 2001 Total 1997 1998 1999 2000 2001 Total A. Training of Teachers (KSh) 1. Two-year In-Service Tmg 13,750 13,800 35,880 39,330 35,880 39,330 39,330 189,750 652 715 652 715 715 3,450 2. Five-Week Course 8,550 2,750 7,150 7,838 7,838 7,838 0 30,663 130 143 143 143 0 558 3. Two-Week Course 8,550 1,380 3,933 3,933 3,933 0 0 11,799 72 72 72 0 0 215 B. Training of Trainers 1. Short Course 500 11,000 1,100 1,100 1,100 1,100 1,100 5,500 20 20 20 20 20 100 2. Supervisor Course 150 33,000 990 990 990 990 990 4,950 18 18 18 18 18 90 3. Trng of DICECE Trainers 200 55,000 2,200 2,200 2,200 2,200 2,200 11,000 40 40 40 40 40 200 C. Degree Course 1. Undergraduate (Kenya) 20 275,000 1,375 1,375 1,375 1,375 0 5,500 25 25 25 25 0 100 2. Graduate (Kenya) 4 550,000 550 550 550 550 0 2,200 10 10 10 10 0 40 3. Graduate (Foreign) 2 6,600,000 1,650 1,650 1,650 1,650 0 6,600 30 30 30 30 0 120 D. Cuniculum Development 2,200 1,100 0 0 0 3,300 40 20 0 0 0 60 Total Cost-Improved Teachers' Training 57,028 60,066 55,516 55,033 43,620 271,262 1,037 1,092 1,009 1,001 793 4,932 Annex H Page 3 of 12 Table 2 Improved Teacher Performance Component (cont.) Assumptions: Improved Teachers' Performance Training No. of Teachers/Triners A. Training of Teachers Total 1997 199I 1999 2000 2001 1. Two-year in-Service Tmg 13,750 2,600 2,850 2,600 2,850 2,850 2. Five-Week Course 8,550 2,850 2,850 2,850 3. Two-Week Course 8,550 2,850 2,850 2,850 B. Training of Triners 1. Short Course 500 100 100 100 100 100 2. Supervisor Course 150 30 30 30 30 30 3. TrainingofTrainers 200 40 40 40 40 40 4. Degree Course Undergraduatc 20 5 5 5 5 Graduate (Kenya) 4 2 2 Graduate (Foreign) 2 1 1 Unit Cost US S Unit Cost 1997 1998 1999 2000 2001 Traiing of Teachers USS 1. Two-year In-Service Training 250 250 250 250 250 250 2. Five-Week Course 50 50 50 50 50 50 3. Two-Week Course 25 25 25 25 25 25 Training of Trainers 1. Short Course 200 200 200 200 200 200 2. Supervisor Course 600 600 600 600 600 600 3. Training of Tainas (DICECE) 2,000 2,000 2,000 2,000 2,000 2,000 4. Degree Course Undergraduate 5,000 5,000 5,000 5,000 5,000 5,000 MA Degree (Kenya) 10,000 10,000 10,000 10,000 10,000 10,000 PhD Degree (Foreign) 120,000 120,000 120,000 120,000 120,000 120,000 Annex H Table 3 Community Capacity Building and Mobilization Component Page 4 of 12 (KSh '000) (US $'000) I. Investment Cost 1997 1998 1999 2000 2001 Total 1997 1998 1999 2000 2001 Total A. Mobilization 1. National Orientation 2,750 2,750 0 0 0 5,500 50 50 0 0 0 100 2. District Orientation 2,750 4,675 2,750 2,750 0 12,925 50 85 50 50 0 235 3. PRA Workshops 1,375 1,375 1,375 1,375 0 5,500 25 25 25 25 0 100 4. Teaching Aides/Materials 0 275 275 275 0 825 0 5 5 5 0 15 Sub-Total Mobilization 6,875 9,075 4,400 4,400 0 24,750 125 165 80 80 0 450 B. IEC Materials Production 27,500 55,000 27,500 0 0 110,000 500 1,000 500 0 0 2,000 Units Unit Cost C. IEC Equipment Radio Cassette Recorder 58 120 191 0 191 0 0 383 3 0 3 0 0 7 Video Machine and TV S 58 1,100 1,755 0 1,755 0 0 3,509 32 0 32 0 0 64 Overhead Projectors 30 900 743 0 0 0 0 743 14 0 0 0 0 14 Video Camera 1 2,800 77 0 0 0 0 77 1 0 0 0 0 1 Still Camera 30 370 305 0 0 0 0 305 6 0 0 0 0 6 Typewriters 58 1,800 2,871 0 2,871 0 0 5,742 52 0 52 0 0 104 Duplicating Machines 30 3,000 2,475 0 2,475 0 0 4,950 45 0 45 0 0 90 Photocopier 30 7,200 5,940 0 5,940 0 0 11,880 108 0 108 0 0 216 Laminators 30 800 660 0 0 0 0 660 12 0 0 0 0 12 Paper Guillotines 30 180 149 0 0 0 0 149 3 0 0 0 0 3 Desk Calculators 30 180 149 0 0 0 0 149 3 0 0 0 0 3 Pocket Calculators 88 24 58 0 0 0 0 58 1 0 0 0 0 1 Gardening Tools 58 370 590 0 590 0 0 1,180 11 0 11 0 0 21 Sewing Machines 76 360 752 0 0 0 0 752 14 0 0 0 0 14 Cookers 116 800 2,552 0 0 0 0 2,552 46 0 0 0 0 46 Sub-totalEquipmentCost 19,266 0 13,822 0 0 33,088 350 0 251 0 0 602 Sub-total Investment Cost 53,641 64,075 45,722 4,400 0 167,838 975 1,165 831 80 0 3,052 II. Recurrent Cost Community Mobilization Officer 3,960 3,960 3,960 3,960 3,960 19,800 72 72 72 72 72 360 Supplies, Miscellaneous 330 330 330 330 330 1,650 6 6 6 6 6 30 Office Equipment Maintenance 1,500 1,500 1,500 1,500 1,500 7,500 27 27 27 27 27 136 Sub-Total Recurrent Cost 5,790 5,790 5,790 5,790 5,790 28,950 105 105 105 105 105 526 Total Cost-Community Mobiliz/Cap Bldg. 59,431 69,865 51,512 10,190 5,790 196,788 1,081 1,270 937 185 105 3,578 Annex H Page 5 of 12 Table 4 Health and Nutrition Component I. Investment Cost (KSh '000) (US $ '000) A. Training 1997 1998 1999 2000 2001 Total 1997 1998 1999 2000 2001 Total CHN Aides/Supervisors/Trainers Pre-service Course Development 360 90 360 90 90 990 7 2 7 2 2 18 Training Support Materials 300 75 300 75 75 825 5 1 5 1 1 15 CHNA Pre-service Training 0 11,400 11,400 11,400 11,400 45,600 0 207 207 207 207 829 Supervisor Pre-service Training 0 92 92 92 92 368 0 2 2 2 2 7 In-service CHNA Resident. Trng 0 990 990 990 990 3,960 0 18 18 18 18 72 Training of Trainers for CHNAs/Superv 70 35 35 35 35 210 1 1 1 1 1 4 Miscellaneous Training 3,500 3,000 0 0 0 0 64 55 0 0 0 0 Sub-total Training 4,230 15,682 13,177 12,682 12,682 51,953 77 285 240 231 231 945 B. Equipment Electronic UNICEF Scales @ Sh.3300/ea 2200 1,815 1,815 1,815 1,815 0 7,260 33 33 33 33 0 132 Length boards, tapes 330 330 330 330 0 1,320 6 6 6 6 0 24 Bicycles, revolving fund basis 750 0 0 0 0 750 14 0 0 0 0 14 Motorcycle @150,000 ea. 20 0 1,500 1,500 0 0 3,000 0 27 27 0 0 55 Storage cabinet - drugs/suppl 5,000 ea. 2000 5,000 5,000 0 0 10,000 0 91 91 0 0 182 Sub-total Equipment 2,895 8,645 8,645 2,145 0 22,330 53 157 157 39 0 406 Total Investment Cost 7,125 24,327 21,822 14,827 12,682 74,283 130 442 397 270 231 1,351 IL Recurrent Cost A. Personnel Health Supervisor/Coord @Kshl65,000 20 3,300 3,300 3,300 3,300 3,300 16,500 60 60 60 60 60 300 CHN Aide Year 2 Recruit 0 3,600 2,700 1,800 900 9,000 0 65 49 33 16 164 CHN Aide Year 3 Recruit 0 0 3,600 2,700 1,800 8,100 0 0 65 49 33 147 CHN Aide Year 4 Recruit 0 0 0 3,600 2,700 6,300 0 0 0 65 49 115 CHN Aide Year 5 Recruit 0 0 0 0 3,600 3,600 0 0 0 0 65 65 Sub-total Personnel 3,300 6,900 9,600 11,400 12,300 43,500 60 125 175 207 224 791 Annex H Page 6 of 12 Table 4 Health and Nutrition Component (cont.) II. Recurrent Cost (continued) 1997 1998 1999 2000 2001 Total 1997 1998 1999 2000 2001 Total B. Drugs and Supplies 0 0 0 0 0 0 Vitamin A caps 0 500 1,000 1,500 2,000 5,000 0 9 18 27 36 91 Iron/folate caps 0 1,500 3,000 4,500 6,000 15,000 0 27 55 82 109 273 ORS packet 0 1,500 3,000 4,500 6,000 15,000 0 27 55 82 109 273 First aid supplies 0 2,200 2,200 2,200 2,200 8,800 0 40 40 40 40 160 Mabelndazol 0 158 315 472 630 1,575 0 3 6 9 11 29 Praziquantel 0 180 360 540 720 1,800 0 3 7 10 13 33 Chloroquine 800 pks 0 16 16 16 16 64 0 0 0 0 0 1 Iodine caps 800 pks 0 3,000 3,000 3,000 3,000 12,000 0 55 55 55 55 218 Sub-Total Drugs and Supplies 0 9,054 12,891 16,728 20,566 59,239 0 165 234 304 374 1,077 C. Health/Nutrition IEC Materials development 6,500 6,500 3,250 3,250 0 19,500 118 118 59 59 0 355 Materials production/distribution 10,000 15,000 25,000 0 50,000 0 182 273 455 0 909 Sub-total IEC 6,500 16,500 18,250 28,250 0 69,500 118 300 332 514 0 1,264 Total Recurrent Cost 9,800 32,454 40,741 56,378 32,866 172,239 178 590 741 i,025 598 3,132 Total Cost - Health/Nutrition Comp. 16,925 56,781 62,563 71,205 45,548 246,522 308 1,032 1,138 1,295 828 4,482 Annex H Page 7 of 12 Table 5 Community Grants Component (KSh '000) (US S '000) 1997 1998 1999 2000 2001 Total 1997 1998 1999 2000 2001 Total I. Investment Cost Community Grants 55,000 55,000 55,000 55,000 220,000 1,000 1,000 1,000 1,000 4,000 II. Recurrent Cost Grants Monitoring/Operating 11,000 11,000 11,000 11,000 11,000 55,000 200 200 200 200 200 1,000 Total Cost 11,000 66,000 66,000 66,000 66,000 275,000 200 1,200 1,200 1,200 1,200 5,000 Annex H Page 8 of 12 Table 6 Transitions from Pre-primary to Primary Schooling Component (KSh '000) (US $ '000) 1997 1998 1999 2000 2001 Total 1997 1998 1999 2000 2001 Total L. Investment Cost A. Curriculum Development 1,375 1,375 25 B. Materials Dev/Production 2,750 5,500 8,250 11,000 27,500 50 100 150 200 500 C. Teachers' Training 2,750 2,750 2,750 2,750 11,000 50 50 50 50 200 D. Training of Trainers 550 550 550 550 2,200 10 10 10 10 40 II. Recurrent Cost Exam Inspector (2) 325 325 325 325 325 1,625 6 6 6 6 6 30 Inspector/Registration (1) 163 163 163 163 163 815 3 3 3 3 3 15 Total Cost 1,863 6,538 9,288 12,038 14,788 44,515 34 119 169 219 269 809 Annex H Page 9 of 12 Table 7 Institutional Strengthening Component (KSh '000) (US$ '000) New Base Positions Salary 1997 1998 1999 2000 2001 Total 1997 1998 1999 2000 2001 Total L Recurrent Cost A. Salaries 1. MOE Preschool Section Project Coordinator 203 203 203 203 203 203 1,015 4 4 4 4 4 18 Deputy Head Section 188 188 188 188 188 188 941 3 3 3 3 3 17 M/EDataAnalyst 1 141 141 141 141 141 141 704 3 3 3 3 3 13 MlE Data Entry 123 123 123 123 123 123 616 2 2 2 2 2 11 Health/Nutrition Coord 1 138 138 138 138 138 138 690 3 3 3 3 3 13 Training Coord 138 138 138 138 138 138 690 3 3 3 3 3 13 CommunityDev. Coord. 1 138 138 138 138 138 138 690 3 3 3 3 3 13 Supplies Officer 123 123 123 123 123 123 616 2 2 2 2 2 11 Supplies Clerk 86 86 86 86 86 86 430 2 2 2 2 2 8 Accountant 1 123 123 123 123 123 123 615 2 2 2 2 2 11 Accounts Clerk 1 99 99 99 99 99 99 495 2 2 2 2 2 9 Typist (2) 170 170 170 170 170 170 850 3 3 3 3 3 15 Drivers (2) 1 148 148 148 148 148 148 740 3 3 3 3 3 13 Office Attendant (2) 1 98 98 98 98 98 98 490 2 2 2 2 2 9 Sub-total Preschool Section 9,582 174 2. NACECE Program Coordinator 223 223 223 223 223 223 1,338 4 4 4 4 4 24 Dept. Program Coordinator 203 203 203 203 203 203 1,218 4 4 4 4 4 22 Dept Training Off 185 185 185 185 185 185 1,110 3 3 3 3 3 20 DeptCurriculumOff 185 185 185 185 185 185 1,110 3 3 3 3 3 20 Dept Comm Educ Off 185 185 185 185 185 185 1,110 3 3 3 3 3 20 Dept Human Dev. Off 185 185 185 185 185 185 1,110 3 3 3 3 3 20 Dept Research Eval Off 185 185 185 185 185 185 1,110 3 3 3 3 3 20 Dept Resource Dev Mgmt Off 185 185 185 185 185 185 1,110 3 3 3 3 3 20 Accountant (1) 121 121 121 121 121 121 726 2 2 2 2 2 13 Typist/Clerk (13) 1,255 1,255 1,255 1,255 1,255 1,255 7,530 23 23 23 23 23 137 Office Attendant (4) 295 295 295 295 295 295 1,770 5 5 5 5 5 32 Annex H Page 10 of 12 Table 7 Institutional Strengthening Component (cont.) (KSh '000) (US$ '000) New Base 2. NACECE (cont.) Positions Salary 1997 1998 1999 2000 2001 Total 1997 1998 1999 2000 2001 Total Technician (4) 485 485 485 485 485 485 2,910 9 9 9 9 9 53 Resource Assistant (3) 300 300 300 300 300 300 1,800 5 5 5 5 5 33 Driver (6) 507 507 507 507 507 507 3,042 9 9 9 9 9 55 Sub-total NACECE 26,994 491 3. Inspectorate Section Head 185 185 185 185 185 185 1,110 3 3 3 3 3 20 Inspection/Registration 325 325 325 325 325 325 1,950 6 6 6 6 6 35 Inspector M&E (2) 1 325 325 325 325 325 325 1,950 6 6 6 6 6 35 Typists (2) 169 169 169 169 169 169 1,014 3 3 3 3 3 18 Clerks (2) 169 169 169 169 169 169 1,014 3 3 3 3 3 18 Driver (2) 148 148 148 148 148 148 888 3 3 3 3 3 16 Office Attendant (1) 49 49 49 49 49 49 294 1 1 1 1 1 5 Sub-total Inspectorate 8,220 2,139 2,140 2,141 2,142 2,143 149 Existing Proposed Estab. Estab. Unit Cost 1997 1998 1999 2000 2001 Total 1997 1998 1999 2000 2001 Total 4. DICECE Principal Lecturer 5 5 200 1,000 1,000 1,000 1,000 1,000 5,000 18 18 18 18 18 91 Senior Lecturer 16 60 170 5,270 6,630 7,820 9,010 10,200 38,930 96 121 142 164 185 708 Lecturer 44 85 165 10,725 11,550 12,375 13,200 14,025 61,875 195 210 225 240 255 1,125 Asst Lecturer 162 187 152 28,424 28,424 28,424 28,424 28,424 142,120 517 517 517 517 517 2,584 Clerk 57 57 88 5,016 5,016 5,061 5,061 5,061 25,215 91 91 92 92 92 458 Drivers 57 57 77 4,389 4,389 4,389 4,389 4,389 21,945 80 80 80 80 80 399 Sub-total DICECE 54,824 57,009 59,069 61,084 63,099 295,085 997 1,037 1,074 1,111 1,147 5,365 A. Total Salaries (National and District) 339,881 6,180 B. Vehicle Maintenance/Operating Expenses 1,994 2,073 2,148 2,221 2,295 C. Operating/Maintenance Cost 5,400 7,300 7,300 7,300 7,300 34,600 98 133 133 133 133 629 Annex H Page 11 of 12 Table 7 Institutional Strengthening Component (cont.) II. Investment Cost Units Unit Cost 1997 1998 1999 2000 2001 Total 1997 1998 1999 2000 2001 Total Vehicles 4-wheel drive 40 1,600 48,000 16,000 64,000 873 291 1,164 Motorcycle 60 150 6,000 3,000 9,000 109 55 164 Bicycle 180 7 630 630 1,260 11 11 23 Jikos 232 2 232 232 464 4 4 8 Fridge 29 60 900 840 1,740 16 15 32 Cooking utensils 87 55 2,393 2,393 4,786 44 44 87 Dining utensils 29 20 290 290 580 5 5 11 Circular saw 29 50 725 725 1,450 13 13 26 Sanding machine 29 90 1,305 1,305 2,610 24 24 47 Drilling machine 29 60 870 870 1,740 16 16 32 Vice engineering 29 10 145 145 290 3 3 5 Wood vice 29 8 116 116 232 2 2 4 Embrail 25 kg 29 8 116 116 232 2 2 4 Sharpening machine 29 6 87 87 174 2 2 3 Assortedcarpentrytools 29 40 580 580 1,160 11 11 21 Shear machine 29 60 870 870 1,740 16 16 32 Resource materials 60 110 3,300 3300 6,600 60 60 120 Expendable supplies 29 275 3,988 3998 7,986 73 73 145 Total Equipment 70,546 35,497 106,043 1,283 645 1,928 Total Cost--Institutional Strengthening 480,524 8,737 Annual Total 5,513 4,991 4,421 4,496 4,570 Annex H Page 12 of 12 Table 8 Monitoring and Evaluation (Ksh '000) (US $ °000) I. Investment Cost Unit Unit Cost 1997 1998 1999 2000 2001 Total 1997 1998 1999 2000 2001 Total Computers (incl software) 30 176 3,520 1,760 5,280 64 32 96 Printers 30 138 2,760 1,760 4,520 50 32 82 Furniture 30 6 120 60 180 2 1 3 Printing of monitoring registers 550 550 550 550 550 2,750 10 10 10 10 10 50 Staff training 500 500 500 500 500 2,500 9 9 9 9 9 45 Baseline survey 4,125 4,125 75 75 Midterm evaluation survey 5,500 5,500 100 100 Post-evaluation survey 5,500 5,500 100 100 Data analysis 2,000 2,000 2,000 6,000 36 36 36 109 Publications/Dissemination 1,000 1,000 1,000 3,000 18 18 55 Special Studies 3,000 3,000 3,000 3,000 12,000 55 55 55 55 218 Total Investment Cost 51,355 934 II. Recurrent Cost Computer Maintenance 628 980 980 980 980 4,548 11 18 18 18 18 83 Total Cost 14,203 9,610 12,530 6,030 13,530 55,903 258 157 228 110 246 1,016 Annex I Page I of 2 OUTLINE OF PROJECT IMPLEMENTATION MANUAL Chapter 1 Project Description 1.1 Project Objectives 1.2 Description of Components 1.3 Financing and Disbursement Plan Chapter 2 Project Management and Implementation 2.1 Organizational Structure 2.2 National ECD Implementation Committee Composition Terms of Reference Calendar of Meetings 2.3 Ministry of Education Pre-School Section Establishment Job Descriptions Recruitment Procedures and Timetable 2.4 NACECE Establishment Job Descriptions Recruitment Procedures and Timetable 2.5 District ECD Implementation Committees Composition Terms of Reference 2.6 DICECE Establishment Job Descriptions Work Load/Work Routines 2.7 Pre-school Committees Composition Terms of Reference Chapter 3 Guidelines for Collaborating Agencies 3.1 Criteria 3.2 Draft MOU/Contract 3.3 Procedure for Receipt, Utilization, and Accounting of Project Funds Chapter 4 Training 4.1 Curriculum Development 4.2 Materials Development 4.3 Training of Teachers 4.4 Training of Trainers 4.5 Staff Development 4.6 Other Training 4.7 Annual Training Plan 1996/97-2000/01 Annex I Page 2 of 2 Chapter 5 Community Mobilization 5.1 National Project Launch Workshop 5.2 District Project Orientation Sessions 5.3 Community Mobilization 5.4 PRA Workshops 5.5 Preparation and Implementation of IEC Strategy Chapter 6 Health and Nutrition Pilot 6.1 Targeting Criteria and Selection of Districts 6.2 Component Implementation Plan NGO Model - Activities, Organization and Management, Work Routines, Supervision and Training, Monitoring, Audits and Accounts Hybrid Model - Activities, Organization and Management, Work Routines, Supervision and Training, Monitoring, Audits and Accounts Chapter 7 Community Grants Pilot 7.1 Targeting Criteria and Selection of Districts 7.2 Component Implementation Plan NGO Model - Activities, Organization and Management, Work Routines, Supervision and Training, Monitoring, Audits and Accounts Hybrid Model - Activities, Organization and Management, Work Routines, Supervision and Training, Monitoring, Audits and Accounts Chapter 8 Pre-School to Primary School Transition Pilot 8.1 Curriculum Development 8.2 Materials Development 8.3 Training Plan Chapter 9 Monitoring and Evaluation 9.1 Project Monitoring Objectives Monitoring Formats Flow of Information and Feedback Loops Data Analysis 9.2 Evaluation Household Survey Survey of ECD Centers Client Consultation 9.3 Special Studies Chapter 10 Audits and Accounts Chapter 11 Procurement Annex J Page I of 8 COST-BENEFIT ANALYSIS Introduction 1. Investment in ECD is one of the instruments that the Kenyan government has identified to a achieve the World Education Summit goals of (a) universal primary education by the year 2000, (b) completion of primary education by at least 80% by the year 2000. The proposed project will improve the quality of the present ECD centers in Kenya though six related activities that will cover 1.2 million children by the 5th year of the project. The first few years of life are crucial in the development of human capital. The development of the brain is almost fully completed during this period and the adverse consequences of any nutritional or cognitive developmental deficiencies are lifelong. Parents are the primary caregivers in early childhood. Improving parenting skills and providing key information on a child's developmental needs are widely recognized as effective mechanisms for improving child development outcomes. Successful Bank projects that have incorporated this approach include the Tamil Nadu Integrated Nutrition Project which succeeded in reducing severe malnutrition in infants by 50% and a number of ECD projects in Latin America, iiotably Colombia, Chile and Mexico. The quality of the ECD programs is another important determinant of its eventual impact on beneficiaries. Teacher training and support and parental involvement are important ingredients of high quality programs. Teacher-pupil ratios and learning materials also affect quality. The project will significantly improve the quality of ECD services in Kenya. Project Benefits 2. The Kenya Poverty Assessment Report (Report No. 13152-KE) shows that primary school enrollment in Kenya is high by African standards, although still far short of universal primary education. Enrollment at the primary level attained in 1994 is at 73% (net enrollment), and 80% (gross enrollment). However, completion rates in recent years had been declining particularly amongst low income households. The most recent data from Kenya's Welfare Monitoring System survey of 1994 indicates that of those who enrolled in standard 1 in 1986, only 46% completed standard 8 (in 1993). This implies a drop-out rate of more than fifty percent. In addition, rates of grade repetition in primary school are high. The reduction in the level of wastage in the primary school system in Kenya is expected to be one of the main contributions of the ECD project. The high drop-out and repetition rates have been due to many school related factors such as high pupil-teacher ratios, inadequate textbook provision, and poor classroom environment. These may also be related to poor preparation of the child for schooling. Available evidence suggests that dropout rates are highest between grades I and 2 probably due to the inability of the child to adapt to the difficult transition from home to the school environment. Experience in primary schools in Latin American countries, in the United States and in Turkey indicate that the drop-out and repetition rates can be reduced by preschool programs which prepare the child for schooling--socially through social stimulation and physically through better health and nutrition. Annex J Page 2 of 8 3. The expected benefits from ECD project include: (a) a reduction in the number of repeaters and drop-outs in the early primary grades which translates into fiscal savings to the government, and financial savings to parents who pay for primary school fees, uniform and transportation; (b incremental lifetime earnings for children reached by the program; (c) improved nutritionAhealth outcomes for children reached through the nutrition interventions within the ECD program; (d) incremental earnings of the teachers trained under the program because of higher or more regular contributions from parents; (e) incremental earnings of parents (mothers especially) as a result of releasing their time for economic activities; and (f) increase in schooling participation for young girls, who would be released from usual chores of child-minding; 4. For purposes of the present analysis, benefit (a) and benefit (b) are calculated and included in the benefit streams from the project. Benefits (c) to (f) will be described only in qualitative terms. 5. Repetition and Drop-out Rates. Table 1 clearly indicates very low retention rates in the primary school system in Kenya. Roughly 43% of the school entrants in 1986 completed the primary schooling cycle in 1993. This implies that about 57% of all children entering the system are dropping out. 6. The economic consequences of this type of wastage at the primary school level are significant. Firstly, each year of grade repetition implies that an extra year's expenditures are committed by the government and by parents. Thus, a program that reduces repetition means savings for the government and for parents. The government spends about $38 per child per year at the primary level, while households spend about $17 per child for fees, books, uniforms and harambee contributions. (Kenya Public Expenditure Review, WB 1994). The annual savings for the government and households would then total roughly $55 per child per year. 7. The ECD project is intended to improve the quality of primary school entrants, to enable them to complete the primary school cycle on time. Thus, each year that a child that progresses to complete the primary school cycle without repetition saves the government and parents about $55 per child. An analysis of a student progression flow was carried out to test the sensitivity of the benefits from lower repetition and drop-out rates. In order to capture the economic benefits arising from the ECD project, a scenario "with the project" is compared to a scenario "without the project". The economic benefit from the project is the difference between the two scenarios. Annex J Page 3 of 8 8. Incremental Lifetime Earnings. Most of the literature on the economic benefits from ECD programs focused on the incremental earnings for those who were reached by preschool programs. Longitudinal studies indicate that each $1 invested in the program had economic returns of $7, based on higher earnings of those who attended the program. 9. Estimates of the likely incremental earnings as a result of the Kenya ECD project is based on an analysis of household data (Deolalikar, 1995) from the Welfare Monitoring Survey of 1994, which compares the likely marginal increase in wages of a person with, say, preschool experience compared to someone with no education at all. Wage equations were estimated holding individual characteristics (sex, age, etc.) constant. The results indicate that an individual who completed preprimary schooling earns about 66% more at the margin in daily wages compared to those with no education. Likewise the estimates show that those with some primary school eam 210% more than those with pre- primary schooling, at the margin. Table 2 shows that the marginal increase in wages increases consistently as we move from some primary to primary complete and so on. 10. The results from the household surveys were used in calculating the future earnings stream, discounted to the present. These benefits accrue at about the 15th year from start of the project--or at the time that this cohort joins the labor force. 11. A separate set of benefits not quantified in the present analysis is the incremental lifetime earnings of those children who would likely complete primary, secondary or tertiary schooling as a result of the earlier attendance in ECD programs. Table 3 indicates the likely earnings differentials by different schooling levels attained. Other Economic Benefits from Early Child Development Interventions (Not Quantified) There are other economic benefits expected from the ECD project which are difficult to quantify, and are therefore not included in the calculation of the project's benefit streams. These benefits include: Nutrition/Health Benefits. These benefits would result from the inclusion of nutrition/health inputs in the ECD program. The economic benefits from nutrition interventions is defined in terms, also of the incremental lifetime earnings of those whose nutrition have been improved. Studies indicate better school performnance, higher lifetime earnings, for those persons who had good early nutrition. Release of Parents Time for Economic Activities. In urban areas and in plantation areas in rural regions, a proportion of their time is released for productive work with the promotion of ECD projects. For example, women who work in tea and coffee plantations would benefit from leaving preschool children in ECD centers during their working hours. In many parts of Kenya, the use of traditional child care had been declining particularly in the urban areas where single mothers are increasing and in rural areas where families are now more nuclear than extended. The high opportunity cost of time Annex J Page 4 of 8 of women of reproductive age in Kenya has been observed from household data (Welfare Monitoring Survey 1994). Release of Young Girls for Schooling. The other effect from the investment is the improved schooling participation of older girls. In many instances, the eldest daughter handles child care as surrogate to the mother who has joined the labor force. Data from the Kenya Welfare Monitoring Survey showed that school enrollment for girls fell by 50% when there was a pre-school child in the household. Sensitivity Analysis and Switching Values Two crucial assumptions on the benefits streams of the project were subjected to sensitivity analyses to test how the economic viability of the project changes under various scenarios. The two most important assumptions relate to (1) the reduction rates in the drop-out and repetition and (2) incremental lifetime earnings. Switching values for the repetition and drop-out rates were used to see what happens to the economic rates of return for various levels of school repetition and drop-out rates. The basic run presented in Table 4 is based on a conservative assumption of 7 percentage point improvement in the completion rates in the primary schools--that is, expectation of improvement from the present level of primary school completion of 43% to 50%. The sensitivity analysis indicates that the break-even point --or the percentage improvement in completion rate required to bring the present value of benefits equal to the investment cost of the project---is only 4 percentage points. This indicates that even small improvements in the completion rates as a result of the ECD project would already make the project economically viable. This is due largely to the cost to the government and to parents of sending children to the primary schools. On the other hand, if the project increases the completion rates from 7 percentage points to 14 percentage points, the economic rates of return of the project increases from 32% to about 49 %. A second simulation tested alternative assumptions on increases in lifetime earnings of children reached by the project. Since the economy is very difficult to predict, a simulation using switching values for future earnings was applied. Using a "no increment" assumption for future earnings, the analysis indicates that the economic rate of return from the project declines to about 26% from 32% in the 'with incremental earnings' assumption. This represents a minimal impact on the returns from the project. The reason is that the most of these returns accrue much later - on the 16th year (or 15 years after children complete preschools). A further simulation was done to test the incremental lifetime earning effects from the efficiency gained in primary schooling--that is, better progression into higher levels of schooling and thus, increase the lifetime earnings. Recall that the base assumptions on benefits had calculated only the fiscal savings from lower drop-outs and repetition. If the progression rate in primary schooling is indeed realized, future earnings of those who completed higher levels of schooling would likely increase by a large factor as seen in Tables 2 Wage Regression) and Table 3 Mean Wage By Schooling Level. Using the Annex J Page 5 of 8 estimates from the wage differentials at various levels of schooling, incremental earnings from improved progression rate could be calculated. The sensitivity analysis using such additional project benefits from a progression rate of 14% would result in a substantial improvement in the economic rate of return to about 42%. Conclusions The overall evaluation given in a summary table in Table 4 indicates that the Kenya ECD project is a highly viable project from the economic point of view. It is estimated that $1 invested in the project would likely yield an equivalent of about $5 returns in present value terms. The economic rate of return is about 33%, which is higher than many projects of this nature. There are second-round and indirect benefits from the project which are difficult to quantify and are excluded from the present calculations. Nutrition and health benefits from the nutrition components of the project would provide lifelong impact on productivity. It is likely that growth monitoring, and nutrition and health education will improve the children's growth and future earnings potential. The ECD program will also ease the burden from the elder siblings who do child care tasks--which will therefore encourage schooling participation especially for girls. For mothers, it is likely that their time for child care would be released for economically productive activities, and would thus, increase household incomes. Likewise, benefits can be expected from capacity building of community organizations, especially the preschool committees. More preschool teachers would be trained in new skills, and therefore would enhance their productivity and incomes. Annex J Page 6 of 8 Table 1 Kenya: Primary School Retention Rates of School Entrants in 1984, 1985, 1986 (Percentage) Entrants in 1984 Entrants in 1985 Entrants in 1986 1984 Male 100.0 Female 100.0 Total 100.0 1985 Male 81.2 100.0 Female 81.0 100.0 Total 81.1 100.0 1986 Male 75.5 85.4 100.0 Female 76.2 84.1 100.0 Total 75.9 84.8 100.0 1987 Male 73.4 80.5 84.6 Female 75.1 79.3 85.1 Total 74.2 79.9 84.8 1988 Male 65.7 75.9 75.8 Female 69.6 77.5 76.9 Total 67.7 76.7 76.3 1989 Male 64.9 71.7 74.3 Female 68.5 74.1 76.1 Total 66.7 72.9 75.1 1990 Male 70.1 66.9 66.3 Female 73.2 69.5 69.5 Total 71.6 68.2 67.8 1991 Male 46.4 75.0 63.9 Female 41.6 75.2 68.8 Total 44.1 75.1 66.3 1992 Male 52.6 65.4 Female 48.3 68.9 Total 50.5 67.1 1993 Male 44.5 Female 42.2 Total 43.4 Source: Ministry of Education and Central Bureau of Statistics (1994), Economic Survey of Kenya, Nairobi. Annex J Page 7 of 8 Table 2 Mean Wage Rates by Level of Schooling in Kenya (1994) Highest Level of Education Mean Daily Wage Standard Deviation No. of Individuals (Kenyan Shillings) No schooling 89.21 158.80 18,100 Pre primary schooling 107.86 115.18 33,390 Some primary school 176.63 1085.61 1,812,677 Primary school completed 296.16 3215.82 952,876 Some secondary school 224.88 922.69 745,114 Secondary school completed 362.88 741.64 811,658 Certificate 507.97 992.50 186,182 University 2164.87 3365.06 84,161 All Individuals 289.93 1769.04 4,644,159 Source of Basic Data: CBS (1994). Welfare Monitoring Survey, Nairobi, Kenya. Table 3 Project Benefits and Costs 1996 (US$ millions) Present Value of Flows Fiscal Impact Economic Analysis Taxes Subsidies Benefits Total Benefits from: 115.22 6.83 . Fiscal Savings from Lower Primary School Repetition, Household Savings from Lower Primary School Repetition * Govt Fiscal Savings from Lower Drop- Outs in Grades I and 2 * Incremental Income Costs 20.85 25.56 Total Project cost: (Including: Teachers' Training, Community Capacity Building, Health and Nutrition, Community Financing, and M&E) Net Present Value 94.37 Internal Rate of Return 32.8% Overall Risk: Probability that NPV <0 minimal Annex J Page 8 of 8 Main Assumptions: Discount Rate: 12% Real Exchange Rate Constant 1995 prices Taxes would be generated from incremental lifetime earnings of beneficiaries. Nature of Benefits Government fiscal savings from lower drop-out and repetition rates at the primary level. Household savings from lower drop-out and repetition rates at the primary level. Incremental lifetime earnings for beneficiaries. Not quantified: Incremental lifetime earnings from better nutrition. Incremental earnings of mothers released for economic activities. Increased schooling participation of girls. Switching Values Reduction in repetition/drop-out would have to be 50% lower for NPV to be negative. Reducing incremental lifetime earnings to zero will not make NPV negative. Annex K Page I of I KENYA EARLY CHILDHOOD DEVELOPMENT PROJECT ESTIMATED DISBURSEMENTS (US$ millions) Year Quarter Projected Cumulative 1997 Quarter 4 0.80 0.80 1998 Quarter 1 0.55 1.35 Quarter 2 0.55 1.90 Quarter 3 0.55 2.45 Quarter 4 0.55 3.00 1999 Quarter I 1.10 4.10 Quarter 2 1.10 5.20 Quarter 3 1.10 6.30 Quarter 4 1.10 7.40 2000 Quarter 1 1.78 9.18 Quarter 2 1.78 10.96 Quarter 3 1.78 12.74 Quarter 4 1.78 14.52 2001 Quarter 1 1.50 16.02 Quarter 2 1.50 17.52 Quarter 3 1.50 19.02 Quarter 4 1.50 20.52 2002 Quarter 1 1.33 21.85 Quarter 2 1.33 23.20 Quarter 3 1.33 24.53 Quarter 4 1.33 25.86 2003 Quarter 1 1.94 27.80 I IBRD 26150 SUDAN' To (spools ,t i T. K,,p-t.~~N. O Y ''-. ~~KENYA N-,, \* T. 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