Programme Outline Netherlands Initiative for Capacity Development in Post Secondary Education (NICHE) in Kenya

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1 Netherlands Initiative for Capacity Development in Post Secondary Education (NICHE) in Kenya 1. INTRODUCTION This document describes the purpose and intentions of the implementation of the NICHE programme in Kenya. The contents are based on an identification process in which capacity needs in the country have been analysed on the basis of meetings with stakeholders and other available information. This has resulted in a selection of focal intervention areas, the formulation of objectives for the programme s activities, and indications of their expected outcomes (see Annex 1). The serves as an Agreement between the Netherlands Government and authorities in Kenya, and is meant to make the expectations of both parties regarding the implementation of the NICHE programme explicit for the period that the programme will be implemented in the country (4 years). At a later stage more specific Plans of Implementation will be annexed to this which will define concrete interventions in the sectors which have been selected for NICHE support. The Embassy of the Kingdom of the Netherlands (EKN) will sign the on behalf of the Netherlands Government while the Ministry of Higher Education, Science & Technology will sign it on behalf of Kenya. The Netherlands organization for international cooperation in higher education (Nuffic) will administer the programme on behalf of the Dutch Government and is responsible for monitoring and evaluation of progress on what has been agreed in the. 2. THE NICHE PROGRAMME NICHE is a Netherlands funded development co-operation programme with a view to strengthen organizational capacity in developing countries in terms of providing post-secondary education and training. Support is provided in sectors which are supported by the Netherlands bilateral co-operation programme, as well as in cross-cutting themes (i.e. gender equity and linkage of capacity development activities to demands in the labour market), in the higher education sector in general or in cross-cutting themes. In all cases the relationship with the post-secondary education sector is taken into account. NICHE pays special attention to the gender dimension of capacity building in post-secondary education and training, to women s advancement, and to the link between capacity development and the needs of the labour market at all levels of the programme. 1 The expertise of Dutch organizations combined with local or regional expertise will be utilized to assist Southern organizations in the capacity development. Support can be given to a variety of organizations in NICHE-eligible countries which include institutions for post-secondary education, 1 An important stimulus of poverty alleviation is the reduction of gender disparities. NICHE wishes to make a significant contribution by addressing, through capacity building, the gender-related needs of women in order to promote their active participation in the development process of the country.

2 government ministries, national commissions, and Non Governmental Organizations (NGOs). The selection of priority areas for NICHE activities will be agreed upon by the EKN in the NICHE country and the relevant local Ministry responsible for higher education. Demand is identified as much as possible on the basis of policy analyses and official plans that already exist. 3. THE IDENTIFICATION PROCESS In total three identifications mission to Kenya took place. Nuffic had to invest this extra time and efforts in the NICHE identification, because it was not possible to build on existing Nuffic programmes. The first country mission took place from 22 to 29 November 2009 and was carried out by Mr R.E.V.M. Schroder, Head of Capacity Building Programmes Department, and Ms. Petra van Haren, Team Coordinator Capacity Building Programmes Department. This mission aimed at clarifying the NICHE programme and to start identifying capacity development needs in bilaterally agreed support areas in Kenya. Identification approach: During the identification mission period the following activities were undertaken: A) Desk study of the following available documents; Prior to the visit, the Embassy of the Kingdom of the Netherlands in Kenya (EKN) had made a number of strategic documents available to the team. These included: EKN, Multi Annual Strategic Plan of the Embassy of the Kingdom of the Netherlands in Kenya ; EKN (2008), Track Record, Kenya; Government of the Republic of Kenya (2007), Kenya Vision 2030, the popular version; Ministry of Agriculture (April, 2009), Agricultural sector development strategy, Medium term plan ; Ministry of Trade and Industry (2006), Private Sector Development Strategy ; Ministry of Gender, Children and Social Development, Strategic plan B) Visits to a number of institutions: national authorities, donors and stakeholders in the proposed sectors to brief them about the objectives and characteristics of the NICHE programme and discuss with them possible NICHE interventions, with close attention to gender and labour market. Meetings took place with: EKN: Head Development Cooperation and sector specialists in governance, private sector development, agriculture and water management; Ministry of Higher Education, Science and Technology; Government stakeholders: Ministry of Trade, Ministry of Agriculture, Ministry of Environment and Natural Resources, Ministry of Justice & Constitutional Affairs, Ministry of Gender, Children and Social Development, Ministry of Youth and Sports, and Ministry of Culture to make a decision on the preferred sector(s) of NICHE interventions; Commission for Higher Education; Labour Market stakeholders: Kenya Private Sector Alliance, Federation of Kenya Employers; Gender organisations: African Women Leaders in Agriculture and Environment (AWLAE-Net) NICHE - Kenya Page 2 of 16

3 A second mission took place in February 2010 by Ms. Petra van Haren, Team Coordinator Capacity Building Programmes Department, and Ms. Johanna van Nieuwenhuizen, Senior Programme Administrator Capacity Building Programmes Department. During this mission sectors and focal areas were further identified through a number of stakeholders meetings. A third mission took place in July 2010 by Mr Peter Llewellyn, Acting Team Coordinator, and Ms Johanna van Nieuwenhuizen to discuss the draft programme outline, undertake in depth sector analyses and identify potential project areas that fit the programme strategy. 4. THE SELECTED SECTORS The following criteria were taken into consideration in the prioritization of possible intervention areas: Alignment with the priority themes of the Kenya Vision 2030 policy document; Alignment with the Multi Annual Strategic Plan (MASP) of EKN; Contribution to post-secondary education for employability c.q. requirements of the labour market; Contribution to enhancement of the position and the rights of women; Alignment with programmes and initiatives of other donors; Taking into account the do no harm principle The selection of sectors on which NICHE will focus is based on the Multi Annual Strategic Plan of EKN and on priorities of the Ministry of Education. Various Kenyan stakeholders emphasised the need to relate professional post-secondary education to the needs of the labour market. On the basis of discussions and analyses conducted during the identification missions, two sectors have been defined within the scope of the improvement of Post-Secondary Education: Private Sector Development Private sector development is a key sector for economic growth. In support of private sector development the NICHE programme in Kenya will focus on four subsectors based on Kenya vision 2030, the MASP and discussions with EKN sector specialists. The objective will be to improve the quality, relevance and gender sensitiveness of post-secondary education in the selected subsectors and to contribute to employment in the private sector. NICHE subsectors: Agriculture: horticulture and dairy Sustainable tourism (community based & eco-tourism) Participatory and integrated water management Culture Post-Secondary Education Human resource development is one of the anchors of Kenya Vision The aim is to create a globally competitive and adaptive human resource base via amongst others life long training and education. Kenya recognises the importance of Technical and Vocational training. A Technical, NICHE - Kenya Page 3 of 16

4 Industrial Vocational and Entrepreneurship Training (TIVET) 2 law is expected to be approved in the second half of 2010, and after approval a new TIVET authority will be established. The NICHE programme in Kenya aims to strengthen post-secondary education, with specific attention for TIVET, and has identified three focal areas linked to the new TIVET authority: Quality assurance at TIVET level Strengthening relations between the labour market and post-secondary education To improve the capacity of technical teacher training colleges 5. CURRENT SITUATION AND PROBLEM ANALYSIS 5.1 Private Sector Development Kenya s long term ambition is to transform the country into a newly industrialising, middle-income country providing a high quality of life to all its citizens by the year This vision is based on three pillars : the economic, social and political pillar. Kenya has the ambition to maintain a sustained economic growth of 10% per annum over the next 25 years. Kenya selected six key sectors as key growth drivers of which two will be part of the NICHE programme: (eco)tourism and increasing value in agriculture. Participatory and integrated water management has been selected for NICHE because it is both supportive to economic development (amongst others productivity increase in agriculture) and a growing market for entrepreneurial technicians. EKN considers investment in the cultural sector to be important to diminish (youth) unemployment, an important strategic objective in Kenya. A central theme of Kenya s social strategy is to strengthen the knowledge and skills of the Kenyan population by investing in education. The Kenyan government has indicated the need to revise curricula of universities and technical institutes to put more emphasis on science and technology, together with a more modern teacher training approach. (Kenya Vision 2030, 2007). At the same time Kenya faces many challenges with regard to inequality in terms of income, geographic location and gender. Poverty and inequality are recognized by the Kenyan government (vision 2030 and Medium Term Plan (MTP) as underlying causes of the 2008 crisis. Relevance for Dutch development policy Private Sector Development is one of the two priority sectors of the Multi-Annual Strategic plan of EKN for A growing private sector makes Kenya less dependent on donor contributions. EKN supports strives for economic growth with a reduction of both inequality and poverty levels. In their MASP( )they formulated the following specific country outcomes: Increased contribution of the private sector to national economic development More successful enterprises, especially small and medium, with more women entrepreneurs Reduction of unemployment Corruption decreasing Increased trade and investments 2 In other NICHE countries Technical and Vocational Education and Training (TVET) NICHE - Kenya Page 4 of 16

5 5.1.1 Agriculture: horticulture and dairy Strategy In order to operationalize the agricultural component of the Vision 2030, the Government has developed and launched the Agricultural Sector Development Strategy (ASDS). The overall goal of the ASDS is to position the agricultural sector strategically as a key driver for delivering the economic growth rate envisaged under the economic pillar of the Vision The agricultural sector is expected to achieve an average growth rate of seven per cent per year over the next five years. Given this projected growth rate, the strategic vision for the agricultural sector is to be innovative, commercially-oriented and modern. The sector expects to achieve this accelerated growth by (i) increasing productivity, commercialization and competitiveness of the agricultural sector; (ii) development and management of key factors of production; (iii) development and delivery of agricultural sector support initiatives; and (iv) establishment of organizational and implementation structures. The Agricultural Sector Coordination Unit (ASCU) plays a key role in the implementation of the agricultural strategy, as it is mandated to facilitate and add value to agricultural reform process and coordinate the sector ministries and other stakeholders efforts towards the implementation of the ASDS vision. Characteristics of the Agricultural Sector Development in the agricultural sector is dependent on the land resource base, only 16% of the land has high or medium potential. The remaining part is Arid or Semi Arid Land (ASAL). Small scale agriculture accounts for over 75% of the agricultural production. Agriculture provides more formal and informal employment in Kenya than any other sector. Horticultural products are one of Kenya s two main export earners (MASP ). Horticulture has grown significantly over the past 15 years, providing employment to some 300,000 Kenyans. 80% of the horticulture labour force is women, although they are mainly working at operational level. At the same time the 20% male workers are overrepresented in management positions. Present situation in Horticulture A range of ambitions and capacity gaps in the horticulture sub-sector at the institutional, organisational and human resource level were identified during the missions and especially during the stakeholders meeting. Regarding the institutional challenges, extension services require increased professionalization, and the agricultural sector should play a larger role in the curriculum development and providing opportunities for practical training and internships. At organisational level there is a need for more applied research in agricultural practises and market information, and to make this research available to all relevant parties. Currently there is no accredited curriculum in horticulture and training in postharvest handling and marketing. Human resources development should focus on increasing knowledge of farmers, especially in value chains and value addition. NICHE - Kenya Page 5 of 16

6 Opportunities for NICHE in Horticulture: Harmonization of curricula between the needs of the agricultural sector and educational providers; Development of two year practical certificate courses; Inclusion of farmers without post secondary education; More applied research in agricultural practises; Strengthening of linkages between research institutes and training institutes; Education and research on value addition and marketing. Present situation in the Dairy sub-sector Kenya is one of the leading countries of sub-saharan Africa in terms of dairy production. This offers great opportunities for further growth in the next five years. However, the sub sector faces some major constraints and challenges that need to be overcome to maximize growth in this sector. Regarding the challenges, the dairy sector has a lot in common with the horticulture sector 3. At institutional level, the dairy sector has an additional need for improved development of the value chain and better alignment between research, education and training, and extension. At human resource level additional knowledge is required in dairy farming and milk handling practices especially of poorer farmers. Opportunities in the Dairy sub-sector Revision of curricula with attention to practical experiences, focusing on entrepreneurial skills and a social dimension, and special attention for the needs of the labour market; New curricula should focus on commercialization of the sector, quality improvement and value addition; Strengthening of linkages between research institutes and training institutes; Development of an integrated data system for use of all stakeholders would be interesting (research); Short specialized courses to further professionalise the sector; Organizational development of relevant education and training organizations in the subsector, including upgrading the quality of teachers and trainers Sustainable (eco) and community based tourism Strategy Tourism will be one of the leading sectors in achieving the goals of the Kenyan Vision Kenya aims to be in the top 10 long-haul tourist destinations in the world. In addition to this ambition Kenya also aims to promote environmental conservation in order to provide better support to private sector development (Kenya, Vision 2030). Protection of the environment is also seen as an important factor to contribute to peace and stability in the country. Present Situation Tourism is the third largest contributor to GDP in Kenya and a key sector for expansion in the countries Vision Following a disastrous 2008/9 season, the sector has recovered well. Tourism 3 In the Intervention Matrix the horticulture and the dairy sector are combined NICHE - Kenya Page 6 of 16

7 is a major source of employment in the formal and informal sector, with employment opportunities cutting across full and part-time, continuous and seasonal work. It is a sector especially attractive to young people, with the perceptions of rewards and prestige. Whilst traditional tourism education and training tends to focus on the hotel management, catering and hospitality skills; many other ancillary skills are directly required (drivers, guides, security) as well as indirectly (accountants, gardeners, mechanics, engineers, the transport sector, hygiene, water & sanitation etc). The range of education and training organizations required to fully support the tourism sector in Kenya is therefore very wide and covers Higher Education, TVET significantly, and on-the job training. To ensure that community based tourism has the desired impact, there are a number of challenges that have to be dealt with. One of these challenges is that human resources development within the tourism sector is very fragmented: At Ministerial level; Ministries of Tourism, Labour, Higher Education Science & Technology, Youth and Women s Affairs all have a major stake. This may change with ministerial reorganization, following the recent constitutional reform referendum. The 2% levy, currently managed by Community and Tourism Development Levy Trustees (CDTLT) and currently providing core funding to Utalii College, should become a more accessible and demand driven (revolving) training fund under the new Tourism Act. The formal higher education sector is represented by established public universities such as Kenyatta, Moi, Nairobi and Maseno and private universities; Strathmore, The United States University and the Catholic University, almost all of whom offer degree courses in tourism and hospitality. A number of polytechnics and some 120 private colleges offering training in tourism related skills. The latter operate largely unregulated. The new TIVET Authority will become responsible for developing a national qualifications framework for vocational education and training across all sectors. A mix of (often competing) NGOs cutting across environmental education and conservation, community development and livelihood enhancement, as well as specifically tourism, are all active in community and ecotourism training. Eco-tourism Kenya has introduced a voluntary Eco grading scheme for hotels, camps and lodges and the Kenya Professional Guides association sets its own examination and qualification structure for field guides. The labour market is represented by a very large and wide spectrum of employers, with the major ones investing heavily in on-the-job staff training, favouring practical competencies and experience over paper certificates. Relevance for Dutch development policy Community based and Ecotourism are both forms of sustainable (responsible and low impact) tourism that emphasize conserving nature and educating the visitor whilst directly benefiting local communities, usually in rural, wilderness and protected areas. Protection of environment in Kenya is crucial for peace and stability (MASP ). EKN objectives related to natural resource management and related to sustainable tourism are: number of hectares of conserved habitats increased; fewer natural resources related conflicts and an overall increase in income for the involved community. NICHE - Kenya Page 7 of 16

8 Opportunities for NICHE in Community Based and Eco-tourism Potential areas for Nuffic interventions in ecotourism are: Develop specific degrees/diplomas/certificates at post-secondary level for eco-tourism and for eco-tourism in rural areas; Target more women in eco-tourism education (including English courses); Address the need for qualified trainers in eco-tourism; Develop refresher courses for owners and managers in tourism sector; Develop affordable and accessible training packages that can reach communities interested in developing low impact tourism; Develop specialized courses in management, marketing, value chain analysis, planning and sustainable technology for the (eco-) tourism sector; Support post-secondary education on conservation management and planning; Address the need for regionally oriented vocational training, including practical outreach, in order to ensure graduates can compete successfully for jobs in the region Participatory and integrated water management Strategy Kenya is a water-scarce country with less than 1,000m3 per capita of renewable freshwater supplies. To meet future water demand Kenya aims to conserve water sources and start new ways of harvesting and using rain and underground water (Kenya Vision 2030). Present situation in Integrated Water Management Surface waters cover only two percent of Kenya s total surface area, and more than 80 percent of Kenya is made up of arid and semi-arid lands. The uneven distribution of rainfall in addition to temporal and spatial variations often lead to recurring droughts in the north and east and flooding during rainy seasons. This ensures that local populations have limited socio-economic opportunities in these areas. More than 50 percent of annual water abstraction is used for domestic purposes and livestock production, and the remainder is used for irrigated agriculture. There are hardly management strategies, and water resources allocation decisions related to surface and groundwater abstractions are not based on adequate data. Controlling abstraction should therefore have the highest priority. Although licensing is carried out quite comprehensively most license holders are not complying with abstraction according to licenses. Kenya s national average of water lost (either through leak, through theft, or through legal usage for which no payment is made) in the systems after treatment is between 40 and 50%. Special attention should be paid to the sustainability of facilities and water and energy saving technologies. Relevance for Dutch development policy Kenya aims at an improved infrastructure to provide safe drinking water from sustainable resources and to increase access to water, especially for the population living in drought and flood level areas (MASP ). NICHE - Kenya Page 8 of 16

9 Focus of NICHE support should be related to rural water management and provision, since over 50% of the population do not have access to clean water (UNICEF). Issues at institutional level raised during consultations are: the need for improved policy making and to develop community environmental management skills. At organizational level the focus should be on the development of educational programmes in rural water management and provision, and on the involvement of women who can manage the source. With regard to human resource development support should be given to the development of entrepreneurial skills for rural water schemes, and to improve practical skills of graduates at all levels. Opportunities for NICHE in rural water supply and management; Develop and/or review curricula in order to include water management and water governance in rural areas taking into account gender issues; Develop post-secondary courses and education, including entrepreneurial skills courses, on sustainable water provision in rural areas and appropriate techniques; Training of trainers and students in (rural) management and other professional skills, existing contexts and environments, partly in local languages; New or revised curricula aimed at delivering competent technicians; Develop a curricula on the socio-economic aspects of water; Align new and existing courses with the latest development in water management and provision, and with the demand of the market Culture Strategy Kenya adheres to UNESCO s definition of culture 4. In relation to the NICHE programme the concept of culture will be related to visual and performing arts. Visual arts do play an important functional role in the Kenyan society. The Kenyan government aims among others: To encourage the teaching of visual arts at all levels of the education system; To stimulate and enable partnerships with the private sector in promoting the visual artists and their works Performing arts refer to music, drama, dance and recitals and play an important role in traditions and communities. Equally important is the contribution of performing arts, especially music to economic development. A well developed music and dance industry will create employment and wealth, especially for young Kenyans. All stakeholders, Kenyan Ministry, private sector representatives, the arts representatives and EKN, emphasized that cultural education (performing and visual arts) will contribute to diminish (youth) unemployment, an important strategic objective in Kenya. 4 Culture: whole complex of distinctive, spiritual, material intellectual and emotional features characterizing a society or social group. (National policy on culture and heritage, Office of the vice president Ministry of State for national heritage and culture (draft version)) NICHE - Kenya Page 9 of 16

10 Among others, the Kenyan government has made the following policy statements: The government shall support and promote the use, teaching and examining of music and dance in all learning institutions as a means of transmitting and promoting culture and inspiring creativity among Kenyans; To promote and encourage research in all aspects of performing arts, music, drama, dance recitals, oral narratives, history and poetry. The Kenyan government acknowledged the importance of cultural education at all levels, and will therefore support and encourage capacity development programmes on cultural education. Kenya plans to establish regional cultural community centres (around 250) in the forthcoming years. These community centres need to be managed. Capacity development of cultural project management is required to run these centres professionally and successfully. Amongst others, Kenya aims to be among the top developing country destinations of global film producers, with specific attention for increasing opportunities for women and youth to increase their participation in economic, social and political decision-making processes Present situation There are a number of arts organizations and centres, however they are not very strong organized as a sector. In addition to that, most of the artists don t have an official acknowledged diploma in arts. There is currently neither a national arts academy, nor accredited curricula in arts available in Kenya. Some universities and polytechnics have started initiatives for curricula on arts, but they will need support to professionalize and formalize these initiatives. There is also a need for specialized short courses in cultural administration management and applied arts Relevance for Dutch development policy EKN is stimulating support to the cultural sector in Kenya. Especially because there are not many donors in this area, and the performing arts can contribute to economic growth and also has a political component.ekn country outcomes relevant for NICHE: Strengthened cultural identity at the level of the individual artists and of the public at large, and increased private sector sponsorship for cultural organizations. A range of ambitions and capacity gaps in the cultural sector were identified during the missions and especially during the stakeholders meeting. Regarding the institutional challenges it was recognized that cohesion between cultural sector and government needs to be improved, there is a need for industrial sense and cultural entrepreneurship, and the market chain is fragmented. At organizational level a need for accredited curricula and professional programmes on applied arts and on arts management was expressed. Short specialized courses could help to professionalize the sector and there are insufficient qualified teachers in. Human resource development should focus on entrepreneurial skills, including marketing and financial skills, to commercialize arts. Specific attention should be paid to improve arts management and administration management skills. NICHE - Kenya Page 10 of 16

11 Opportunities for NICHE in culture 1 To develop, implement and manage accredited education programmes in applied arts at both University and TIVET level; 2 To improve curricula at university level with regards to arts management, and at TIVET level for applied arts; 3 To organize specialized short courses in cultural administration management and applied arts at different levels. 5.2 Post Secondary Education Strategy The vision for the education sector for 2030 is to have globally competitive quality education, training and research for sustainable development (Kenya Vision 2030, 2007). Present situation Since the 1980s there has been a tremendous expansion in post-secondary education and Kenya now has five public universities, three accredited private universities with charter, and nine registered private universities without charter. Three statutes are in the process of being revised or created; the University Act, the Science & Technology Act and the new TIVET Act, which will create a new Authority for TIVET. This Authority will be responsible for the qualification control and accreditation of all TIVET, across all ministries and all sectors. There are plans and pressures to move forward on both a National Qualification Framework (NQF) and Qualifications Assurance Framework (QAF) for TIVET, the expectation being to harmonize these within the countries of the East African Community, (Kenya, Tanzania and Uganda). Relevance for Dutch development policy The role of NICHE will be to strengthen the education and training capacity of organizations that train personnel for the private sector and to improve the management and quality control of post-secondary education institutions, particularly focussing on agriculture, sustainable tourism, integrated water management and culture. The training will be gender sensitive and also relate to demands in the labour market. The importance of NICHE support to post-secondary education was recognized during the missions, and especially during the stakeholders meeting. Education stakeholders recommended Nuffic to focus on the improvement of an effective TIVET system. The following challenges have been identified: a lack of quality assurance and accreditations systems, especially at TIVET level, no capacity to implement and monitor these systems, and insufficient leadership skills in post-secondary education skills. NICHE - Kenya Page 11 of 16

12 Opportunities for NICHE in Post Secondary Education. To support and develop capacity in the new TIVET Authority, in relation to establishing the NQF and QAF; To strengthen linkages between post secondary education and the labour market, possibly by supporting capacity development at the some of the Technical Training Institutes. Provide complementary capacity development support to the Dutch funded programme, upgrading Kenya Technical Teachers Training College and nine Technical Training Institutes. It is important to note that the approval of the TIVET bill and formal establishment of the new TIVET Authority are pre-conditions to NICHE investment in post secondary education and hence funds are unlikely to be committed until Gender Specific attention will be paid to, amongst others, gender to balance power and resource distribution between the sexes and improve livelihoods. (Kenya Vision 2030, 2007) There is a need to improve gender awareness in the private sector development and in post-secondary education institutes. Men and women seem to have unequal career opportunities, especially at (higher) management level. Within the NICHE programme in Kenya, specific attention will be given to develop gender sensitive curricula. 5.4 Labour market Vocational training is a major priority in Kenya (see also paragraph on post-secondary education). Post-secondary education institutes have no or inadequate mechanisms to adjust curricula, courses and research programmes to the needs of the labour market. 6. OBJECTIVES AND EXPECTED OUTCOMES The needs analysis and discussions with stakeholders have resulted in the formulation of a set of objectives for NICHE activities over a four year period and the desired medium and long term impact (outcomes). The identified NICHE projects will contribute to the realization of these objectives. At the same time the analysis has provided information that may serve as an indication of the present situation in the areas of intervention regarding (education and training) capacity needs. These data serve as benchmarks for measuring the progress in achieving the objectives in the years to come. Three categories of objectives are important in the NICHE programme: those focusing on strengthening the education and training capacity, those that will contribute to the improvement of the living conditions of women and girls (gender), and those that link education and training to the labour market. The table in Annex 1 contains the objectives and outcomes that have been agreed upon for the NICHE programme. It contains 1) the objectives of the programme on education and training capacity NICHE - Kenya Page 12 of 16

13 in the country, 2) indications of the impact of these objectives on the position, rights and opportunities of women and girls, and 3) indications of the impact of these objectives impact on the labour market. 7. INDICATIVE PROGRAMME BUDGET For the agreed programme period the following indicative budget (euro millions) is available: Programme period Sector 1. Private sector development 11 Agriculture 5 Sustainable (eco) tourism 3 Water management 2 Culture 1 Sector 2. Post secondary education 4 Total 15million Note: 1. The indicative budget is subject to changes in the availability of funds per year at country and programme level. Also political decisions governing the programme may influence the availability of indicative budgets. Nuffic reserves the right to adjust the indicative budget resulting from these intervening factors, informing the signatories immediately of such adjustments. 2. It is important to note that this grant will not be disbursed in its entirety to the Kenyan organizations targeted by the programme, but will to a large extent fund training activities provided by Dutch and regional or local experts. 8. CO-ORDINATION WITH OTHER PROGRAMMES The following strategy will be adopted to ensure that the NICHE activities are being identified and implemented in good co-ordination with current programme s of government, NGO s and other donors. Project planning: identification and selection of topics and partners for project implementation will be done in consultation with government, DP s and other relevant stakeholders in order to avoid overlap and ensure complementarity with existing policies, sector programmes and development programmes. Project implementation: during programme implementation, Nuffic and local expert groups will coach and stimulate the NICHE implementing partners in seizing opportunities for coordination of project activities with those of other projects and programmes which target the same or related objectives. Project monitoring and evaluation: monitoring and evaluation of NICHE activities will be outputs and outcome based. The outputs and outcomes relate to formulated objectives and planned results at project, sector and country programme level. In the planning and formulation stage co-ordination with existing policies and programmes is one of the guiding principles. The M&E of NICHE activities will assess to what extent activities adhere to the NICHE - Kenya Page 13 of 16

14 achievement of the original objectives, and if adjustments have to be made, how these changes affect the co-ordination with other projects and programmes. Reporting: findings of monitoring and evaluation of NICHE activities will be shared with the EKN and the Kenyan Government (signing Authority) for information and perusal. On the basis of the M&E reports the Nuffic may decide that adjustments to the programme are needed in order to better co-ordinate the activities with (changing) circumstances, policies and programmes. The DPs in the relevant Sector Strategy Groups will be kept informed about the developments in the NICHE programme by the EKN sector specialists. 9. PROGRESS MONITORING Programme partners will be strongly encouraged to build an organizational learning element into their individual projects. Making time to reflect on difficulties faced and challenges overcome is critical to developing capacity, both within individuals and organisations. Self monitoring will be strongly encouraged. Partners will be encouraged to also share these reflections with other partners within the country or regional programmes as part of this process. Nuffic will assist in facilitating this process. Once a year, Nuffic will report the progress of the NICHE programme in Kenya to the Dutch Government and the local national signing authority. The report describes the progress achieved against the objectives stated above and the implementation of the programme. Successes and set backs will be analysed and suggestions made to remedy shortcomings and possibly redefine strategies and adapt outcomes. This annual report forms the basis of a trilateral discussion between the Dutch government, the local national authority and the Nuffic to appraise the validity of the. The partners may decide that adaptations are needed and that a revised and updated version needs to be formulated. 10. DURATION The is valid for the duration that is agreed upon between the Dutch government and the national authority. At the start of the programme in a country, the intended validity period of the is maximum four years. The will be appraised annually. The partners (including Nuffic) may decide that the needs to be updated and adjusted. The partners may agree on a revised version of the document, or on adding a signed addendum to the existing one. NICHE - Kenya Page 14 of 16

15 11. SIGNATORIES The is being signed by the Embassy of the Kingdom of The Netherlands on behalf of the Dutch Government and by the Kenyan Ministry of Higher Education, Science and Technology Place: Place: Date: Date: Name: Name: Title: On behalf of the Embassy of the Kingdom of The Netherlands Title: On behalf of the Ministry of Higher Education, Science and Technology Annexes Annex 1. Matrix of objectives and desired outcomes of the NICHE programme (to be added when finalised) Annex 2. Implementation Plan of NICHE in Private Sector Development (to be added when finalised) Annex 3.Implementation Plan of NICHE in the Post Secondary Education (to be added when finalised) NICHE - Kenya Page 15 of 16

16 List of abbreviations ASCU ASDS ASAL AWLAE-net CDTLT EKN HRD GDP GoK K-JAS MASP MTP NGO NICHE Nuffic TIVET TVET NQF PSEI QAF Agricultural Sector Coordination Unit Agricultural Sector Development Strategy Arid or Semi Arid Land African Women Leaders in Agriculture and Environment Catering and Tourism Development Levy Trustees Embassy of the Kingdom of the Netherlands Human Resource Development Gross Domestic Product Government of Kenya Kenya Joint Assistance Strategy Multi Annual Strategic Plan Kenya Medium Term Plan Non Governmental Organizations Netherlands Initiative for Capacity Development in Post Secondary Education Netherlands organization for international cooperation in higher education Technical, Industrial, Vocational and Entrepreneurship Training Technical and Vocational Education and Training National Qualification Framework Post Secondary Education Institute Qualifications Assurance Framework NICHE - Kenya Page 16 of 16