Strategic plan

  

TABLE OF CONTENTS

                                                                                                                                            Page no.

Table of contents…………………………………………………………..…………………………….i

Foreword……………………………………………………………...………………………..……….ii

Abstract………………………………………………………………………………………………...iii

Preface………………………………………………………...……………………………………..…iv

Acknowledgements…………………………………………………...………………………………...v

Acronyms………………………………………………...…………………………………………….vi

 

1.0  INTRODUCTION

1.1 Background……………………...…………………………………………………..……………...1

1.2 Executive summary…………………………………………………………………………………2

1.3 Implementation time frame…………………………………………………………………………3

 

 

2.0  STRATEGIC DIRECTION………………………………………………………………………..4

2.1 Motto…..……………………………………………………………………………………………4

2.2 Mission…..………………………………………………………………………………………….4 2.3 Vision  ……………………………………….……………………………………………………..4

2.4 Commitment…..……………………………………………………………………………………4

2.5 Core values…………………………….…………………………………………………………...4

2.6 Overall goal…………………………………………………………………………….…………..5

 

3.0  SITUATION ANALYSIS

3.1 Strengths……………………………………………………………………………………………6

3.2 Weaknesses…………………………………………………………………………………………7

3.3 Opportunity…………………………………………………………………………………………7

3.4 Threats/Limitation………………………………………….…………………………………….…7

3.4.1 Threats…………………………………………………………………………………………….7

3.4.1 Limitation…………………………………………………………………………………………8

3.5 Concerns…………………………………………………………………………………………….8

3.6 Current priorities……………………………………………………………………………………8

3.7 Strategic objectives for 2011-2016…………………………………………………………………8

3.8 Stakeholders’ analysis………………………………………………………………………………9

 

 

 

4.0  KEY STRATEGIES

4.1 Strategic interventions……………………………………………………………………………..12

4.2 Board task area strategies………………………………………………………………………….12

4.3 Specific sector strategies…………………………………………………………………………..13

4.3.1 Academic involvement programmes……………………………………………………………13

4.3.2 Co-curricular activities enhancement programmes……………………………………………..14

4.3.3 Discipline programmes…………………..……………………………………………………..14

 

5.0  KEY OUTPUTS………………………………………………………………………………….15

5.1 Performance objectives……………………………………………………………………………15

 

6.0  IMPLEMENTATION MATRIX……………………………………………………………….…17

6.1 Student personal……………………………………………………………………………….…..18

6.2 Staff personal………………………………………………………………………………….…..19

6.3 Physical and material resources……………………………………………………………….…..19

6.4 Strategic budget plan ………………………………………………………………………….…..20

6.5 Expenditure breakdown ……………………………………………………….………………….21

 

7.0  EVALUATION………………………………………………………..………………………….23

7.1 Monitoring and evaluation……………………………………………….………………………..23

7.2 Performance management and appraisal…………………………….………………….…………23

7.3 Conclusion…………………………………...…………………………………………..………..23

 

 

 

 

 

 

 

 

 

 

 

 

 

FOREWORD

This is to re-affirm the role vested in Education for National Development. Since independence, in 1963, the Government of the Republic of Kenya recognized education as a basic human right and a potential tool for enhancing human resource development which in turn leads to overall national development. Over the years, the ministry of Education has developed initiatives to streamline the education system to relevantly serve the interests and needs of Kenyans. In pursuits of the millennium Development Goals (MDGS), Education For All (EFA) and to realize the commitment outlined in vision –2030, the ministry of education has been vested with the responsibility of prudent investment in education programmes.

 

The Government, however, may not on its own fully realize and or may even take too long to get to the desired quality edge. We, therefore, advocate for meaningful partnership between various players in the sector to respond to the needs of the communities. This would be best done by Promoting and protecting performance potential of education institutions in order that they produce quality learners and build the capacity of citizenry thereof.

As we militate toward achievement, this will translate into proper preparedness and inculcate the confidence required in moving towards our goal. Stakeholders in the education sector are obligated therefore, to address their deficiencies adequately, refine their approach and overcome challenges continually faced.

The dynamic nature of the world today demands vibrant and fine-tuned leadership whose vision and scope can guarantee stability of education institutions. Such institutions would be fully prepared to plan appropriately, thereby giving premium to effective and efficient approach for systematic development.

Institutional management teams needs to be pro-active. High performing terms are known for their ability to plan and manage the plans. Such planning requires substantive consultation, sampling of collaborative information and assembling of relevant data. This enables the teams to make timely and informed decisions. In the spirit of good management, seclusion, autonomy and monopoly have neither place nor chance of survival, hence needs improved school performance, and enhanced service delivery. These goals, once realized, will propel them favourably into sterling academic and co-curricular domain in the country and beyond the horizons.

 

 

 

 

 

 

 

The strategic provides finesse in the required fabric that serviceably binds and equitably directs the interactive role stakeholders in a cohesive, synchronized and chronological manner. The plan further construes the infrastructure development and academic development into total commensuration. Consensus is achieved on levels of focused and inevitable resource mobilization, utilization, quality derivative, cost-effectiveness and accountability. It encompasses the relevant and acceptable performance expectations alongside monitoring and evaluation mechanism that will consistently offer relevant guidance into further decision. The school Board Of Governors (BOG) Parents Association (PA), staff and the entire community have a foolproof yardstick that would influence their bind in shaping the current situation and circumstances into brighter commitments and obligations.

The school endeavour to implement the plan in time and space ill successfully affect their vision: “To be an institution that produces well prepared and dynamic citizens who can serve their country and the world as a whole” and be a school of choice.

 

 

 

 

HILLARY BIRECH,

DISTRICT EDUCATION OFFICER,

KILUNGU DISTRICT.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ABSTRACT

Management teams in institutions keep on changing. Some observe 36 calendar month while others are shorter. Depending on performance, the team may fall short of expectations and suffer curtail to tenure. While in some situation this may prove a positive measure, it becomes imperative that a specified road map toward institutional growth and development is maintained. An all-inclusive plan of action which is documented and shared by all stakeholders is a backstop to any act of misalignment and enhancement into progress of institutions. Such a plan needs support with human, material and moral resources.

It serves as a motivator when a given phase of developed is achieved. It may be academic, infra structural, capacity building or even co-curricular. An institution which does not project into achievements continues delve down the path of being unpopular, thereby loosing the franchise of their clientele. This eventually leads to poor demographic performance with little or no completion which results in continued poor results.

To avert such a crisis, it becomes inevitable that institutions develop a result-oriented plan, which would lead them to the next notch of development.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PREFACE

Planning ahs become inevitable for all education institutions in order for them to be in tandem with the ministry approach.

Strategic planning id quite challenging, wide-ranging and exciting. The centre of attention in regard to a learning institution is the student. Much of the achievement in an institution depends on the environment in which it flourishes, the direction the management contemplates to peruse, the strategy employed in moving the institution towards the desired direction and the managerial skill and the tact assigned in executing the chosen plan. Any agreement team worth its name should stand firm and operate well for the institution to be a winner than a loser in their business.

When good planning meets sound implementation, there is premium performance and achievement of interested goals. Such splendid management of plans direct institutions into competitive instincts both internally and externally. In the light of such competition, the institution is bound to excel and rise to long-term position and advantage.

The BOG and stakeholders hold with interest and enthusiasm the strategic plan 2011-2016 for Inyokoni Secondary School. It is our common goal and concern to support its implementation to the Glory of God and benefit of mankind.

 

 

 

 

 

 

REV. DAVID KIMUYU KALANI

B.O.G CHAIRMAN

 

 

 

 

 

 

 

 

 

 

 

 

 

ACKNOWLEDGMENTS

The Inyokoni Secondary School strategic plan covers the period 2011-2016- the plan provides comprehensive framework for effective and efficient implementation of programs and activities in the school.

I would like to appreciate the role played by all the school stakeholders in the development of this valuable document.

It is my strong conviction that we shall establish a strong centre for human capital development. We have a clear vision of PRODUCING WELL PREPARED AND ABLE CITIZENS WHO CAN SERVE THEIR COUNTRY AND THE WORLD AS A WHOLE. We are clear about what we want. We pray to have the universe aligning itself to provide for us resources necessary to achieve our goal.

To achieve the set targets in various task areas, we have to embrace the doctrine of hard work. A group and especially students who work hard and know what to achieve. They realize early enough that there are handles that can obstruct their way and prevent them from realizing their career objectives. They are able to develop alternative plans to help overcome the barriers.

Students who work hard appreciate the value of feedback from their teachers. This helps them to do a self-evaluation to reflect on whether they are on the track towards self-actualisation.

My appeal to all the stakeholders: “let each one of us render the best service so that we make Inyokoni better than ever before”

 

 

 

 

 

 

RUBEN KIOKO MUSYOKI

PRINCIPAL/ B.O.G SECRETARY.

 

 

 

 

 

 

 

 

 

ACRONYMS

ABBREVIATION

MEANING

TSC

Teachers Service Commission

B.O.G

Board of Governors

G.O.K

Government Of Kenya

HOD

Head of Department

ISS

Inyokoni Secondary School

MOE

Ministry Of Education

PTA

Parents, Teachers Association

KCSE

Kenya Certificate Of Secondary Education

KCE

Kenya Certificate Education

SWOT

Strength, Weaknesses, Opportunities, Threats/ Limitations

SMASSE

Strengthening mathematics and science subjects in secondary education

 

ROUTE MAP TO INYOKONI SECONDARY SCHOOL.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INYOKONI SECONDARY SCHOOL

P.O BOX 122, NUNGUNI

STRATEGIC PLAN 2011-2016

CHAPTER 1

BACKGROUND

Inyokoni Secondary School was started in 1974 as a Public Mixed Day Secondary School under auspices of the Africa Inland Church, the sponsoring body. The advert was occasioned by the distance that students used to cover to get to the nearest secondary education centre, about 14Km away.

The school opened with a total of 34 students and two volunteer teachers, drawn from the immediate community. There were only two classrooms borrowed from the primary school. The first batch of students sat for the KCE in 1977. In 1988, the school collapsed only to re-open in 1990, under the patronage of Rev. Prof. Jones Kaleli. It picked up very well and has since made continuous progress.

The school has developed to a double stream and beyond, with the current enrolment of 386 students, a total of 11 teachers under TSC and 4 under BOG. The infrastructure has developed over the years to the current status where it boasts of a boarding facility, a situation that has attracted gender equality. The academic programmes have been running smoothly, with the school posting good results over the years. In the year 2010, the KCSE candidates were 59 and the overall mean grade score stood at 5.2881, down from 5.54 the previous year.

 

 

CONTENT DETAILS

FRONT MATTER

  • Abstract
  • Foreword
  • Preface
  • Acknowledgements

CHAPTER 1

Introduction

  • Background information
  • Executive summary
  • Implementation timeframe

CHAPTER 2

Strategic Direction

  • Motto
  • Mission statement
  • Vision statement
  • Commitment
  • Core values
  • Overall goal

Chapter 3

Situational analysis

  • Strengths, weaknesses, opportunities, and threats
  • Limitations
  • Concerns
  • Current priorities
  • Strategic objectives 2011-2016
  • Stake holder analysis

CHAPTER 4

Key strategies

  • Strategic interventions
  • Board sector strategies
  • Specific sector strategies

 

CHAPTER 5

Key outputs

  • Performance objectives
  • Academic targets
  • Co-curricular targets

CHAPTER 6

Implementation Matrix

  • Expected outputs
  • Strategic suitability matrix
  • Strategic budget plan

CHAPTER 7

Operation log frame

  • Monitoring and evaluation strategy
  • Performance management to appraisal

CHAPTER 8

Conclusion.

 

1.2 EXECUTIVE SUMMARY

The government of the Republic of Kenya has given full mandate to the Ministry of Education to manage education within the legal policy framework for the benefit of the citizenry. In this regard, the Ministry of Education has adopted the strategic planning approach in re-engineering the public sector institutions. The institutions therefore have a role to propose and plan their way forward in order of needs, priorities, objectives and strategic approach to achieve the desired performance edge.

In such a situation, a strategic plan comes in handy since it reviews achievements., plans the institutional needs, refined priorities and endears to meet the mission and vision of the institutions. It is imperative that such strategic pan is well designed and clearly defined in order to eliminate overlap and duplication of functions for a cost-effective approach.

Institutions are enthusiastic, therefore, in developing plans that would impact positively and respond efficiently to emerging challenges in the education sector, in order to improve the existing academic performance and develop a competitive edge. The process of developing the strategic plan is all-inclusive, involving students, staff, BOG and parents.

 

1.3  IMPLEMENTATION TIME FRAME

 

This plan will be implemented through an annual strategic action plan for five years. A midterm review to be conducted in 2013 will assess the progress made and make appropriate amendments for the period 2014-2016. However, monitoring and tracking of the process will begin from the very onset of the plan and continue throughout, in order to improve on efficiency and effectiveness of implementation within the schedule. Aspects of variation will be addressed thereby.

With the commitment, availability of resources and proper mobilization, it is expected that the strategic plan will be a useful tool for the school to steer to the next level of development within the set time frame.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                       

 

 

 

 

 

 

 

CHAPTER 2

STRATEGIC DIRECTION

2.1 OUR MOTTO

  • DETERMINATION, EXCELLENCE AND SERVICE

 

2.2 SCHOOL MISSION

  • To create an environment in which our students will developed skills, attitudes and values which will enable them to yearn for more knowledge, be self reliant, responsible for themselves, other people, taking care of the environment and above all be God fearing.

 

2.3 VISION STATEMENT

  • To be an institution that produces well-prepared and dynamic citizens who can serve their country and the world as a whole.

 

2.4OUR COMMITMENT

In order to achieve on institutional vision and mission we are committed to:

  • Promotion of network
  • Effective service delivery
  • High-level discipline practises
  • Strengthening the existing spiritual culture
  • Sustenance of a conductive learning environment
  • Strengthening the stake attached to all academic programmes
  • Adapting to he dynamic social, economic, academic and environmental changes.

 

2.5 CORE VALUES

  • Integrity
  • Team work
  • Self discipline
  • Meritocracy
  • Competitiveness and hard work
  • Creativity and innovation
  • Efficiency and effectiveness
  • Excellence and professionalism
  • Goal and result oriented approaches
  • Accountability and transparency

 

2.6 OVERAL GOAL

ISS overall goal is to engage in comprehensive academic, co-curricular and spiritual programmes that will promote and sustain excellent performance by 2016.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER THREE

SITUATIONAL ANALYSIS

 

3.0 STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS/LIMITATIONS

 

3.1 STRENGTHS

GENERAL.

1.      Availability of basic learning and sporting facilities

2.      Qualified and dedicated institutional staff

3.      Conducive learning/working environment

4.      Religious background of the school

5.      Strong guidance and counselling department

6.      Government support facilities (Free Secondary Education Kitty)

7.      Accommodative and effective school routine

8.      Supportive community and partnership

9.      Comprehensive school rules and regulations

10.  Good student conduct

11.  Functional co-curricular programmes

12.  Positive KCSE performance indicators

13.  Positive demographic growth/ development

 

STUDENTS

·         Self-discipline

·         Strong spiritual orientation

·         Compliance of existing institutional cultural values

·         Effective internal communication channels

·         Good interpersonal relationship

 

TEACHERS

·         Qualified, hard working and committed

·         Goal/result oriented tradition

·         Team working spirit

·         Friendly environment- Dialogue in all matters related to the school

·         Democratic space

·         Participatory in policy formulation/involvement

·         Strong guidance and counselling

 

OVERALL MANAGEMENT (B.O.G, P.T.A)

·         Outstanding commitment with vision

·         Supportive and considerate management set up

·         Development of strong and supportive institutional policies

·         Provision of quality services/facilities

·         Stable management/leadership

3.2 WEAKNESSES

·         Inadequate land for further development of infrastructure

·         Absence of perimeter fence

·         Insufficient and unreliable clean water supply

·         Peer pressure amongst the students

·         Resistance of changes by some stakeholders

·         Poor fees payment

·         Under staffing

·         Poor performance

3.3 OPPORTUNITIES

·         Reliable electric lighting systems

·         Good and reliable relationship with sponsoring body.

·         Supportive BOG and PTA

·         Disciplined staff

·         Availability of basic learning facilities

·         Good political environment

3.4 THREATS/LIMITATIONS

3.4.1 THREATS

·         High poverty levels

·         Lack of relevant information

·         Effects of HIV/AIDS pandemic

·         Drug and psychotropic substance use and abuse couples with other undesirable behaviours that may lead to dropouts

·         Negative political influence

·         Weak parenting practices

·         Infiltration into the school compound

·         Medical technological influence on students

·         Negative cultural practices

·         Eminent drought and famine

·         Topographic challenges while constructing

3.4.2 LIMITATIONS

·         Unreliable transport for staff to and from the school

·         Inadequate teacher pupil ratio

·         Unpredictable lunch programme

 

3.5 CONCERNS

·         Unreliable finance base

·         Inadequacy of necessary learning facilities

·         Insufficient teaching staff 

·         Lean accommodation in dormitories

3.6 CURRENT PRIORITIES

·         Institutional requirement (fencing, piped water, modern administration block/library, paths and pavement)

·         Students welfare (toilets, water point)

·         Kitchen/ store expansion

·         Co-curricular requirements (equipment, courts)

·         Staff welfare (office space, staff houses and equipment)

·         Incoming generating projects

·         Construction of two dormitories

·         Improve on income generating projects

·         Construction of staff houses

·          Strengthen income generating activities

3.7 STRATEGIC OBJECTIVES FOR 2011-2016

By the end of the plan, the school will have;

·         Developed mechanisms that shall improve the academic performance of the school by increasing quality grades in KCSE

·         Establish effective and efficient management system that improves and replenishes teamwork and team building efforts.

·         Established effective institutional community and collaborate mechanisms with order agency stakeholders so as to strengthen working relationships.

·         Established fully functional; collective responsibility structures and a consultative approach towards decision making process

·         Developed and adopted an affection strategy to promote high discipline and moral standards for the institution

 

·         STUDENT WELFARE

-          Purchase water tank-2011

-          Provide a functional water harvesting systems-2012

 

 

 

·         ACADEMIC STRUCTURE  

-          Construct a library-2014

-          Renovate classrooms-2012

 

·         INSTITUTIONAL STRUCTURE

-          Construct a dormitory-2014-2016

-          Initiate institution based transport system-2013-2014

 

·         INCOME GENERATING ACTIVITIES

-          Strengthen fish pond activities/productivity-2011-2014

-          Strengthen dairy farming -2011-2016

-          Strengthen horticultural farming -2014-2016

STAKEHOLDERS ANALYSIS

NO

STAKEHOLDER

ROLE/EXPECTATIONS

1

General public

Common vision sharing

2

Government (MOE)

-Provide infrastructure funds/ grads

-Provide staff/personnel

-Promote teachers

3

Teaching staff

-Provide quality teaching

-Ensure that the syllabus is fully covered in time

-Guide and counsel students

-Develop and implement excellent academic, co-curricular and disciplined programmes

-Assess and evaluate students

-Serve as role models

-Prepare and coach students

-Participate in all policy formulation processes

-Motivate students to improve on individual performance

4

Students

-Study and set targets of achievement

-Maintain discipline in and out of school

-Participate in all academic and co-curricular programmes

5

Support staff

-Provide quality education

-Ensure efficiency and effectiveness in service delivery

-Enhance school image

6

Sponsor

-Provide spiritual nourishment

-Support in facility provision

-Advice and moral support

7

BOG

-    Formulate policies as directed by MOE

-    Employ teachers to supplement government efforts

-    Liase with TSC and MOE

-    Manage all schools based projects within timeframe

-    Formulate and implement motivational programmes within target

-    Provide conflict resolution counsel

-    Handle /in charge of discipline and disciplinary actions of both students and teachers within policy guidelines

8

PTA

-    Develop and support enhanced school programmes in pursuance of targets

-                                               Formulate and implement motivational programmes for the school staff and students

-    Assist in fund raising for school development/ improvement of infrastructure as planned by BOG

9

Administration

-    Overall management of the school within policy guidelines

-    Develop and enforce school rules and regulations

-    Monitor/evaluate and recommend performance for quality

-    Approve and facilitate implementation of relevant programmes within set timeframe

-    Ensure that all the action plans are achieved in time and quality

-    Facilitate an enabling environment for learning

-    Build and manage strong academic improvement teams

-    Plan, organise, direct, control; and co-ordinate all institutional programmes as per legal framework

-    Act as the link between teachers, BOG and employer

-    Listens and determines all forms of complaint

-    Provide overall guidance on professional ethics

-    Provide mentorship and empower newly employed staff. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER FOUR

KEY STRATEGIES

4.1 STRATEGIC INTERVENTION.

To achieve our mission, vision and experience competitive edge, the following integrated institutional interventions are imperative.

  • Promotion of teamwork among the stakeholders.
  • Adhere to the minimum entry 250.
  • Full participation and good will from all stakeholders in implementation of all the stakeholders.
  • Advocacy/sensitisation meetings to promote the idea of the institution
  • Conduct induction and capacity building programmes fro teachers
  • Encourage open consultation among the stakeholders and direct involvement in the decision making process.
  • Introduction/ promotion of more competitive learning through contest, exchange trips/tours/visits and events at all times.
  • Development and maintenance of comprehensive time management approach at all times.
  • Motivation and encouragement of students to achieve optimum and timely targets.
  • Application of team teaching metrologies so as to enhance efficiency and effectiveness.

 

4.2 BOARD TASKS AREA STRATEGIES.

"*"        ACADEMIC PROGRAMMES

Ø  Inclusive and consultative planning for all academic related programmes.

Ø  Formulation and implementation of sound academic improvement policies.

Ø  Developing and executing necessary motivation programmes.

Ø  Organising/conducting academic open for a.

Ø  In conjunction with guidance and counselling department provide the required career guidance and counselling services.

Ø  Review, manage and audit the internal school calendar and routine.

Ø  Enhance the periodic analysis and evaluation for quality academic performance

Ø  Broaden the current curriculum.

Ø  Undertake timely monitoring and evaluation of the academic strategies

Ø  Training of teachers on ICT teaching.

Ø  Engage on strong value added progress practise.

"*"        CO-CURRICULAR ACTIVITIES.

Establish a strong co-curricular activity enhancement team whose key mandate will be to:

Ø  Develop sound coaching programme.

Ø  Formulate a working co-curricular improvement timetable.

Ø  Identify and select strong teams in all co-curricular programmes.

Ø  Create an energetic training programme in all co-curricular programmes.

Ø  Establish internal and external competition programmes for all co-curricular activities.

Ø  Enlighten the students to value co-curricular activities alongside academic excellence.

 

"*"        DISCIPLINE

Create strong discipline and disciplinary team whose responsibility will include:

Ø  Identification of major indiscipline cases.

Ø  Establishment of prudent student council

Ø  Identification and counselling of seriously undisciplined students.

Ø  Development of comprehensive school rules and regulations.

Ø  Provision of guidance and counselling services.

Ø  Analysis and recommendation of the best discipline practice.

Ø  Development of effective role modelling practices.

Ø  Organisation for motivation speakers and other necessary character building workshops and services.

Ø  Development of clear and elaborate policy for behaviour change.

 

4.3 SPECIFIC SECTOR STRATEGIES

4.3.1 ACADEMIC IMPROVEMENT PROGRAMMES.

·         Develop and implement efficient and effective technical programmes through out the five years.

·         Develop and maintain a sound all-inclusive motivational program supportive by an institutional policy by December 2011.

·         Develop and manage clear language policy for the school by December 2011.

·         Initiate/formulate an integral stakeholder relationship join education improvement programme by December 2011.

·         Review and strengthen the existing academic structures to influence the strategic academic objectives by December 2011.

4.3.2 CO-CURRICULAR ACTIVITIES ENHANCEMENT PROGRAMMES.

·         Strengthen/ develop new strategies in all co-curricular activities to match national standards.

·         Develop a co-curricular motivation programme.

·         Mobilize local talents and motivate them to actualise full potential.

·         Strengthen existing co-curricular team.

·         Provide the necessary support to all co-curricular activities.

·         Initial interaction services with role models in the co- curricular sector.

4.3.3 DISCIPLINE PROGRAMMES.

·         Develop a comprehensive discipline policy for the institution by December 2011

·         Formulate and enforce reasonable discipline programmes for the institution by December 2011.

·         Develop institutional guidelines in regard discipline and diplomacy actions to safeguard the academic programmes by December 2011

·         Establish discipline and disciplinary committee for this institution that will be fully charged with all aspects by December 2011

·         Review, document and share institutional rules with all parties; the students, the teachers and parents by December 2011

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER FIVE.

KEY OUTPUTS.

5.0 PERFORMANCE OBJECTIVES.

To address the strategic issue identified performance objectives will be developed to guide the implementation of critical measures to address the gaps identified.

Key commitment will include;

 

INYOKONI SECONDARY SCHOOL

Target mean score-2011-2015

PAPER NO.

PAPER NAME

2011

2012

2013

2014

2015

2016

101

ENGLISH

5.9

6.15

6.4

6.5

6.55

6.60

102

KISWAHILI

6.5

6.75

7.0

7.5

7.75

8.00

121

MATHS

4.0

4.25

4.5

4.6

4.56

5.00

231

BIOLOGY

4.75

5

5.25

5.35

5.50

6.00

232

PHYSICS

 

4.0

4.5

4.80

4.9

5.00

233

CHEMISTRY

4.7

4.95

5.25

5.3

5.35

5.40

311

HISTORY

7.0

7.50

4.5

8.00

8.25

9.00

312

GEOGRAPHY

7.3

7.55

5.2

7.90

7.95

8.00

313

CRE

7.5

7.75

7.75

8.50

9.00

10.00

443

AGRICULTURE

6.5

6.75

7.80

7.5

7.75

8.0

565

BUSINESS STUDIES

8.6

8.7

8.00

8.9

9.00

9.5

TOTAL

62.75

69.35

7.00

74.85

76.65

80.5

MEAN SCORE

5.705

6.305

8.8

6.805

6.968

7.318

MEAN GRADE

C

C

C+

C+

C+

C+

 

 

 

 

 

 

 

 

 

 

GAMES/SPORTS 5 YEAR STRATEGIC PLAN

BALL GAMES-TARGET.

 

2011

2012

2013

2014

2015

2016

 

Netball

(B/G)

District

Region

Province

National

National

National

Football

(B/G)

District

Region

Province

National

National

National

Table tennis

(B/G)

District

Region

Province

National

National

National

Badminton

(B/G)

Region

Province

National

National

National

National

Handball

Region

Province

National

National

National

National

 

ATHLETICS - TARGETS

 

2011

2012

2013

2014

2015

2016

Cross circuit (B/G)

Province

National

National

National

National

National

Field Events

(B/G)

Region

Province

National

National

National

National

Track Event (B/G)

Province

National

National

National

National

National

 

MUSIC/DRAMA TARGET

2011

2012

2013

2014

2015

2016

Regional

Provincial

National

National

National

National

 

 

 

 

 

 

 

 

CHAPTER SIX

IMPLEMENTATION MATRIX

CURRICULUM AND INSTRUCTION.

 

Objectives

Strategic interventions

Performance indicators

Responsibility

Time frame when/how long

Maintain/improve academic performance from 5.2881 to 8.042

  • Attend all lessons
  • Remedial classes cover F4 syllabus by march every year
  • Check assignments and track performance
  • Reduce cases of not attended
  • Reduce number of students scoring below C in exam

All stakeholders

Throughout the period

To improve the performance of science and mathematics mean grade in KCSE to have a minimum of Grade C.

  • Talk to students to change attitude towards sciences
  • Organize for symposia in the school.
  • Send teachers for SMASSE workshops
  • Improved participation in science symposia.
  • Increased performance in sciences in mock and KCSE exam

All teachers

Year 1-2

To cover syllabus by the end of every year for each class.

  • Provide enough course books for all subjects
  • Ensure that there are enough teachers for all subjects
  • Equitable student book ratio 1:1
  • Enhanced teachers workload

All stakeholders

Throughout the period

 

 

 

 

                                                                                                               

STUDENT PERSONAL

 

Objectives

Strategic innervations

Performance indicators

Responsibility

Time frame

Improve discipline

·         Introduce open forums for discussion between the teachers and students.

  • Strengthen guidance and counselling
  • Encourage students participate indecision making
  • Increase dialogue in problem solving
  • Reported cases of undesirable behaviour

All stakeholders

Through out the period.

Make students to develop a positive attitude towards the school

  • Improve on physical facilities
  • Make students part of the decision making process
  • Reward outstanding/improvement in performance
  • Enhanced cooperation from the students
  • Improved competition spirit

All stakeholders

Through out the period

Improve interpersonal relationship among the students

  • Identify peer counselling
  • Initiate interclass activities
  • Organising group discussion
  • Reduce indiscipline cases
  • Improved interaction between the various classes

All stakeholders

Through out the period

Development of study culture

  • Avail variety of text books
  • Counselling on study techniques/methods and practices.
  • Improve performance
  • Proper utilization of time
  • Improved students consultation

All stakeholders

Through out the period

 

STAFF PERSONAL

 

Objectives

Strategic interactions

Performance indicators

Responsibility

Time frame

Provide adequate staff

B.O.G to employ

Consult with TSC to post teachers

Moderate work load

Efficient and effective capacity in service delivery

B.O.G

T.S.C

Through out the period

Improve commitment in facility

Use quality guidelines

Management by objective

Enhancement of motivation programmes

Self drive to work

Reduced cases of absenteeism/truancy and turnover.

Improve staff preparedness.

 

All teachers

Through out the period.

 

PHYSICAL AND MATERIAL RESOURCES

Objective

Possible challenges

Suggested remedial measures

Important assumption

Period

Construct and equip computer lab

Inadequate funds

Support from CDF & GOK

PTA will pay development fund DEB support

2011

Construct 1 dormitory

Inadequate funds

Support from CDF & GOK

BOG supports the project

2012

Construct water catchments system

Inadequate funds

Fund raising/donation

BOG/DEB support

2013

Provide library/scholarlistic materials

Inadequate funds

Fund raising/donation

BOG/DEB support

2014

Construct 2 additional classes

Inadequate funds

Fund raising/donation from well wishers

BOG and DEB support

2015-2016

 

 

 

6.3 STRATEGIC BUDGET PLAN.

The implimentation of this strategic plan will require substantial resources for operational expenses. Staff and capital development expense. Suggested sources of funds include PTA, development fund, GOK infrastructure grants, CDF, NGO’S etc

 

PROJECT

ESTIMATED COST (Kshs)

1

Perimeter fence

  720,000.00

2

Improved water systems

  500,000.00

3

Renovation of classrooms

  340,000.00

4

5 Water tanks

  450,000.00

5

Construction of library

1,400,000.00

6

Construction of 1 dormitory

2,250,000.00

7

School bus

6,400,000.00

8

Income Generating Activities

   500,000.00

 

TOTAL

11,310,500.00

 

EXPENDITURE BREAKDOWN

Fencing the school compound.

Construction of school library

Renovation of old classrooms

Purchase of water tanks

Construction of library

Construction of dormitory

School bus

Income generating activities

 

1) DORMITORY             Kshs 2,250,000.00

 

 

 

 

 

 

 

 

 

 

2) PERIMETER FENCE.

ITEM

UNITS

COST PER UNIT

TOTAL COST (Kshs)

Metallic posts (3M)

400

700.00

280,000.00

Chain link

60

3,200.00

192,000.00

Plain wire

6 Rolls

7,000.00

42,000.00

Building wire

3 Rolls

45,000.00

11,100.00

Gate

1

-

45,000.00

Labour

(25-30%)

-

150,000.00

TOTAL

720,000.00

 

3) WATER HARVESTING SYSTEM

ITEM DESCRIPTION

COST (Kshs)

Gutter

210,000.00

Fittings

238,000.00

Labour

30,000.00

Contingency

22,000.00

TOTAL

500,000.00

 

4) SCHOOL BUS

ITEM DESCRIPTION

COST (KSHS)

School bus

6,400,000.00

 

5) SCHOOL LIBRARY.

Substructure

250,000.00

Walling

170,000.00

Roofing

150,000.00

Doors

18,000.00

Windows

60,000.00

Fitting

280,000.00

Plumping

80,000.00

Painting

75,000.00

Electrical installation

80,000.00

Finishers

117,000.00

Labour

120,000.00

Total

1,400,000.00

 

6) RENOVATION OF CLASSROOMS.

 

ITEM DESCRIPTION

COST (Kshs)

Flooring

150,000.00

Painting

120,000.00

Labour

  60,000.00

Finishes

  10,000.00

Total

340,000.00

 

7) WATER TANK

Purchase of 5PVC tanks @ Kshs 90,000.00= Kshs 450,000.00

 

8) INCOME ENERATING ACTIVITIES- 500,000.00 /=

 

TOTAL EXPENDITURE:

 

Kshs 11,310,000.00/=

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                             

 

CHAPTER SEVEN

 

EVALUATION

 

8.0  MONITORING, EVALUATING AND MANAGEMENT STRATEGY.

 

7.1 MONITORING AND EVALUATION.

The plan shall be given to all the staff and the stakeholders to create awareness and ensure its successful implementation.

Each functional area/ department will develop an annual work plan with appropriate monitorable performance indicators, through outputs and budgets.

Monitoring activities will involve the collection and analysis of financial and non-financial data on periodic basis and the comparison against activities and budget in the strategic plan.

The evaluation process shall depend on the monitoring and review report and instrument. This will be carried out at least half yearly and supplemented with comprehensive mid-term and terminal reviews.

 

7.2 PERFORMANCE MANAGEMENT AND APPRAISAL

 

For the strategic plan to be effectively implemented there must a close time tire between the institutional strategic plan, the outputs and individual performance targets.

This process ensures continuous learning and development within the organization and consistency in the strategy and activities underpinning the plan. To achieve results set out in the plan, the emphasis and focus must always be a measuring and recognizing complement rather than activities.

Consequently, the common understanding among BOG, administration, staff parents, students and other stakeholders on the institution vision, mission, commitment, core values, requirements and performance target is inevitable.

 

9.0  CONCLUSION

 

To realize our strategic plan it requires total commitment of all the stakeholders, timely conduct of annual reviews so as to incorporate urgent variations in respect to the dynamic academic environment and further mitigate on any foreseen challenges in line with the implementation roadmap. The plan will make the school to be a catalyst for the community development that will have a multiplier effect in the county.

YEAR 2011 KCSE RESULTS

YEAR 2011 KCSE RESULTS

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Photo album

PHOTO ALBUM

   PRINCIPAL-REUBEN MUSYOKI GAMES MASTER-SYLVESTER KILONZO  YEAR 2011 ART CLUB  YEAR 2011 BOG AWARD …

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