Questions/Answers

The Open Distance and Flexible Learning (ODFL) model is an initiative by the Kenya Education Management Institute (KEMI) to conduct capacity building training to education managers across the country including managers in Arid and Semi Arid Land, slums, rural areas and refugee camps. This initiative deviates from the traditional conventional model of conducting training to a more flexible, blended (face to face,online and distance), decentralized cost effective and more practical oriented approach. KEMI conducts the training in partnership with the Teachers' Service Commission, and the County Directors of Education. The objectives of this initiative was to ensure inclusive and equitable quality education for all and to promote lifelong learning. The initiative filled the gap of in competencies in school management and ;inequitable access to capacity building programs. This has led to competent school managers, increased access to training and quality service delivery.Some of the advantages of ODFL are; 1. Choice: ODFL provides the opportunity to study more subjects and reach out to programs that are not available in the local area. 2. Flexible: Distance learning is much more flexible than traditional styles of classroom education especially based on the fact that school managers are teachers and lack adequate time to attend capacity building programs. 3. Pace: ODFL enables learners to work at their own pace in many circumstances. 4. Scheduling: The schedules for distance learning are more open and allow for learners to take the classes whenever it fits into their schedule. 5. Money: ODFL typically ODFL typically cost less than an education in a classroom environment. There is no need to travel to and from class every single day.

The objective of the ODFL Diploma in Education Management initiative was to equip educational personnel across the country with the knowledge and skills to competently improve access, equity and quality of education. The program focuses on enhancing access of the hard to reach communities/ managers to capacity building programs in terms of cost of the programs, distance to the training venues, time availability. The purpose of capacity building the managers is to address the competency gaps witnessed in school management.

(a). Blended model has enhanced access to quality training for all by; Flexibility, enables learners to work at their own pace in many circumstances, allow for learners to take the classes whenever it fits into their schedule. Cost less than an education in a classroom environment. (b). It's unique in the sense that it has taken a more practical approach of using Action oriented research to solve problems that ASAL,rural and slum based schools are encountering, convert schools into learner friendly environment. The other aspect of uniqueness is the use of modules equitably issued to participants (c)It was implemented in partnership the USAID. USAID met the tuition cost. Also partnered with the County Directors of Education to manage the program.Resource persons to do the facilitation were drawn from the County Director's office. Further KEMI used existing institutions at the counties to conduct the face to face tutorial sessions (d) Allocation of resources and even resource persons was done on a participatory approach. Identification of the Training needs was also participatory. (e) All education managers were eligible to apply and whenever need be an affirmative action applied. For instance HoDs from ASAL were trained free of charge

This is a capacity building initiative aimed at enhancing human resource competencies needed for quality service delivery. It's argued that Quality Education is a driver to achievement of agenda 2030. Through equitable access to quality education, poverty, inequities and insecurity are reduced. The social economic and political benefits of education are adequately addressed if education management are competent to effectively implement educational policies. This capacity building model address the following SDGs; Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all; Ending poverty in all its forms everywhere By 2030, build the resilience of the poor and those in vulnerable situations and reduce their exposure and vulnerability to climate-related extreme events and other economic, social and environmental shocks and disasters; Reducing inequality within and among countries

The ODFL initiative has enhanced the competencies and knowledge of educationists in ASAL and semi ASAL regions, slums and rural areas to effectively manage education resources in addressing the individual unique needs of learners. This had led to Quality education evident by quality school infrastructure increased enrollment, changed attitude towards schooling, increased completion rates and improved academic performance

School principals, deputy principals and heads of department in primary, secondary and middle level learning institutions have accessed the program and enhanced the relevant skills and knowledge to manage 21st century learning institutions.The impact is evident in the reduced cases of resource mismanagement In ASAL and slums based schools, areas there's attitudinal change towards education evident by increasing enrollment. Some schools have established child friendly learning environment as an outcome of the ODFL lessons learnt.

Due to the flexible nature of the initiative, Its a unique approach of implementing capacity building to teachers who apparently are not available for training during school days. The approach has taken the blended approach of face to face, online and distance learning using modules Its also practical oriented as its applies action research and real school environmental cases studies to train or impart competencies

Its adopted from the Open Distance Learning (ODEL) approach but modified to Open Distance and Flexible Learning (ODFL) model to suit the needs of the teachers/school managers in terms of time and cost of training.

Financial Human resources-trainers and coordinators Materials-Training module, manuals, flip charts, laptops, projectors, electricity, Machinery-vehicles, planes Internets

Yes

It has been rolled to evry part of the country.. All school managers across the country are now getting trained using the same initiative

It is sustainable because the world has become a knowledge based economy and therefore there's demand for the the capacity building services to impart new knowledge. Proper funding is requirement and therefore if the government, private sector and development partners could consider funding the program then its sustainable. Nonetheless even individual school managers can meet the cost of the training since the course is now a requirement during career promotion.

The sustainability can be durable whether publicly or privately funded. This is achievable only if the outcomes and output of the initiatives are visible and meeting the exceptions of the society. If the initiative achieves objectives and objectives of the development agenda 2030 then sustainability is guaranteed

Yes

Monitoring and evaluation has been ongoing at every stage of implementation, and evaluation reports done and disseminated to relevant offices. At Evey end of course an end of course evaluation is done and report generated Observations and brief interviews during school visits and pictures of projects have been taken as evidence of the impact

-Increased access to capacity building program by managers in ASAL and Semi ASAL and slum based schools -Acquired competencies in school financial management and procurement

-Establishment of Child friendly school policies - High rate of graduates of the ODFL initiatives-Completion rates -Increased student retention in ASAL and Slums due to change in practice -Project implementation reports -Development of Strategic plans

-In designing the Ministry of Education Officials, teachers employer ie TSC and the Kenya Institute of Curriculum Studies (KICD), the teachers, school managers and Boards of Management were involved and the teachers were involved during the training needs assessment and developing of the training curriculum and training modalities. -The USAID funded the training specifically tuition -At implementation, TSC, Ministry of Education and the County officials collaborated in coordination and facilitation -In Evaluation, the Ministry of education wee engaged as monitoring officers

Need to incorporate bench marking to other schools as a method of training.The program can be improved by creating an e- learning platform where teleconferencing and other forms of meeting can be explored