STRATEGIC PLAN

  

DEMA FILE

Moteiribe secondary school

Five year strategic plan

(2012 – 2017)

 

Theme:      improving

33              performance

and

                   expanding

                   opportunities for

                   all learners

 

©Moteiribe secondary school

May, 2012

 

CHAPTER 1

Introduction

Preface

This is the strategic plan for Moteiribe secondary school for a period of five years     (2012 – 2017).

It provides a means of better performance, efficiency and effectiveness in the institution.

Its main purpose is to plan development issues and activities for the next five years that meet the demands of the school stakeholders and the dynamics of the society.

The plan is a specific, measurable, achievable, realistic and time bound (SMART) management strategy.

It is a participatory document where input from all stakeholders was considered and incorporated.

It is expected that by the end of the implementation period, the desired impact will have been achieved.

 


STATEMENT FROM THE SCHOOL PRINCIPAL

 

For many years the chief goal of Moteiribe secondary school has been to ensure high student achievement, efficient and effective operations in the teaching learning process.

 

This goal guided us in developing this five year strategic plan with the theme “improving performance and expanding opportunities for all learners.”

 

This strategic plan clearly defines our goals, strategies as well as our targets and timelines.

 

It is a collaborative strategic plan with all stakeholders on board.

We should all endeavour to give the learners all they need to be the best they can be in life.

 

As you read through this document, you will see our commitment to providing quality education to the youth.

 

We promise to report our progress to you and we hope you will join us in this commitment.

 

We also remind you that this document is not cast on stone and therefore any positive feedback and suggestions are welcome.

 

Thank you.

 

DAVID O. OSORO

PRINCIPAL


 

THE B.O.G. CHAIRMAN’S STATEMENT

 

I am convinced that this outline of action for Moteiribe secondary school is an achievement on its own sense as it creates the purpose for all of us to be united towards a common goal.

 

I have no doubts that the able hands of the B.O.G. members, the PTA members, the willing minds of the teachers, the unending contribution of the parents, the co-operation of the students and the answering of the call by the community and the well-wishers will make it happen.

 

This five years plan commits all of us who are involved directly and indirectly in the running of the school, its growth and success. This is a wonderful roadmap. Therefore, let us all join hands to make our dreams come true.

 

MR. SAMUEL OYUNGE

B.O.G. CHAIRMAN

 

 


 

ACKNOWLEDGEMENTS

 

The writing of this strategic plan would not have been easy without the involvement of group work and extensive consultations of many stakeholders. Our sincere thanks go to the District Education Office and  DEMA for their valuable contribution in this document.   We also thank all the B.O.G. and PTA members for their invaluable contribution towards this strategic plan.

 

Special thanks to the Principal of the school Mr. David Osoro and the B.O.G. chairman Mr. Samuel Oyunge for their huge support for this plan.

 

The extra effort and dedication of the Deputy Principal, Heads of Departments and the staff is most appreciated.

 

Our special thanks to all the stakeholders who either directly or indirectly gave their contribution and input into this document.

 

This document will be a frequent source of reference for the school management, staff and other stakeholders for it provides a working manual for the improvement of our school.

It is worthy noting that the success of this strategic plan now and in the future depends safely on the grace of God the Almighty.

We hope and believe that any good that will come out of this strategic plan will be of great benefit to society and praise to God; the sustainer of everything.

 

Last but not least, we appreciate the untiring effort of the core planning committee responsible for this document;

1.       Mr. David Osoro (School Principal)

2.      Mr. Evans Omari (D/Principal)

3.      Mr. Moses Nyambane (Senior Teacher)

4.      Mr. Enock Okong’o

OUR PHILOSOPHY

 

The philosophy behind Moteiribe secondary school comes from its name Moteiribe  which is a combination of two Kisii words omote (a tree) and omoribe (name of the tree).

 

Omote omoribe (in short omoribe) is a Kisii name for a typical indigenous tropical tree highly valued for its medicinal value and adaptation to poor soils and harsh weather conditions. It is deep rooted for anchorage and water.

 

It has a strong bark and beautiful foliage with yellow flowers that bear fruits whose juice is used with other food components to make refreshment drinks. Its hardwood is used for carving especially in the making of farm implements.

 

Moteiribe secondary school aspires to be strong in their commitment and drive towards success borrowing from the characteristics of the omoribe  tree from which the school got its name. unity of purpose will be our steering wheel.

 

We aim at facilitating the realization of the learners’ potential through effective teaching and learning process. We look forward to continuously improve our academic performance in order to compete favourably and positively with other learning institutions in the country.

 

This is why we are coming up with this strategic plan to help us examine our purpose and goals, visualize our future and outline a course of action on how to reach that envisioned future.

 


 

HISTORICAL BACKGROUND OF MOTEIRIBE SECONDARY SCHOOL

 

Moteiribe secondary school is a public mixed Day secondary school that was started by the community in the year 1996. Its first KCSE candidates sat for their examinations in the year 1998.

 

The school is sponsored by the District Education Board (DEB).

It has beaten many odds to reach its current state; especially from an enrolment of 13 students in 2002 when it almost closed down to a registered double stream District school with a student enrolment of 625 currently.

 

The school has 20 teachers and 11 support staff under the leadership of the school principal Mr. David Orenge Osoro.

 

The following are the names of the principals who have served the school since its inception:

1.      Mr. Omari Kennedy                         (1996-1999)

2.      Mr. Kenyanya Henry                       (2000-2002)

3.      Mr. Osoro David Orenge                 (2002 to date)

Below are also names of the Board of Governors (B.O.G.) chairmen who have served the school since it started:

1.      Mr. Onchiri Reuben             (19999-2000)

2.      Mr. Wilson Nyanchoka       (2000-2002)

3.      Mr. Nyaundi Stephen          (2002-2005)

4.      Mr. Mogoi John W.              (2006-2009)

5.      Mr. Samuel Mose Oyunge (2009- to date)

 

The school’s KCSE examination performance has been on the upward trend from a mean score of 2.556  in 1999  to stand at its best of 5.818  in 2007.

 

It is worth noting that the school has been performing remarkably well in co-curriculum activities such as football, athletics, music and above all the Science Congress in which it has represented Nyanza province in four consecutive years (2009-2012)  at National level and consequently at the Nairobi International Trade Fair.

 


 

THE GEOGRAPHICAL BACKGROUND OF THE SCHOOL

 

The school is located on Moteiribe hill in Magenche sub-location, Magenche location, Magenche Division in Kenyenya District , Kisii County.

 

It is in the interior of the District to the South West near Nyagancha shopping centre off Kenyenya-Nyagancha road.

 

It is located along the common Kenyenya, Gucha South and Transmara Districts border.

 

The area enjoys good fertile soils that favour the growth of tea, coffee and sugarcane that form the background of the cash crops. The main food crops grown at subsistence level include: maize, beans, bananas and potatoes. The residents also keep livestock at domestic level.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

OTHER DETAILS ABOUT THE SCHOOL

 

POSTAL ADDRESS:            P O BOX 19-40211

                                                KENYENYA

 

SCHOOL REG. NO.:            GPA/A/2724//2003

 

SPONSOR;                            D.E.B.

 

KNEC CODE:                       40727116

 

e-mail address:                     info@moteiribesec.ac.ke

 

website:                                 www. moteiribesec.ac.ke

 

TEL:                                       0714024514

 


 

THE PROCESS OF DEVELOPING THIS STRATEGIC PLAN

 

This strategic plan was developed through a collaborative/participatory effort and input of all stakeholders including the staff, B.O.G., PTA, parents, students and the community.

 

The plan stretches to a period of five years i.e. 2012-2017.

 

The strategic plan consists of six chapters. Chapter one focuses on the introduction with the background information and rationale of the plan. Chapter two is about the situational analysis while chapter three is about the beliefs and core values of the school, its vision, mission and motto.

 

Chapter four presents the problem statement/key challenges, strategic objectives (goals) and their strategies.

 

In chapter five, the action plan is given while chapter six provides the monitoring, evaluation and conclusion of the strategic plan.

 


 

JUSTIFICATION/RATIONALE FOR THE STRATEGIC PLAN

 

For the last six (6) years, the school has consistently posted average academic performance in the national exams (KCSE). The school has also done very well in the co-curriculum activities in areas such as Science Congress, Soccer, athletics and drama.

 

Whereas a lot has been done in establishing the required infrastructure, more needs to be done to meet the ever growing and changing demands due to increased enrolment witnessed in the said period as well as the social, political and economic changes dictated by the global dynamics.

 

The school has a strong desire to reach the best performance standards which will meet the expectations of all stakeholders.

 

This strategic plan will guide us and provide the strategic direction in this endeavour.

 

It is also a statutory requirement that public institutions and organizations develop strategic plans as a means of enhancing result-based management and efficiency in their operations in conformity to vision 2030.

 

The key purpose of this strategic plan includes:

1.      To provide a uniform line of thought to all stakeholders on the school strategic direction.

2.      To enable students and staff develop a focused effort.

3.      To provide a basis for both short and long-term operational plans.

4.      To provide a basis for indentifying priority areas.

5.      To provide a basis for sourcing and allocation of resources.

6.       To enable monitoring of the performance of every stakeholder.

7.      To provide a basis for rewarding good performance and identify non-performing areas for remedial action.


 

CHAPTER 2

 

SITUATIONAL ANALYSIS

 

This chapter presents an analysis of the school’s current environment.

 

This makes it possible to set realistic strategic objectives for the next five years, to utilize the existing opportunities and to mitigate the external threats.

 

We endeavour to exploit our opportunities, manage our weaknesses and threats as we enhance our strengths.

a)     Swot Analysis

Below is an analysis of the institution’s strengths, weaknesses, opportunities and threats.

1.      Qualified, committed and experienced teaching and non-teaching staff.

2.      Public trust and recognition

3.      Good performance in KCSE exams for the last six (6) years.

4.      Good performance in co-curricular activities such as Science Congress and sports (up to national level)

5.      Staff and students from diverse communities/tribes (Kisii, Kuria, Maasai, Turkana, Luo, Meru, Kamba)

6.      Qualified active and experienced B.O.G. and PTA.

7.      High enrolment

8.      Clear chain of command and organizational structure

9.      ICT facilities provided by the Constituency Economic Stimulus Project.

 

 

Our weaknesses

1.      Weak financial base

2.      Lack of adequate teaching staff.

3.      Lack of adequate land for expansion to cater for the high enrolment

4.      Slow ICT integration in the operations and programmes of the school

5.      Lack of admission criteria/policy thus low entry behavior during admission

6.      Many below average students

7.      Lack of a standard science laboratory

8.      Lack of a standard library

9.      Lack of electricity

10. Inadequate residential houses for staff.

 

Our opportunities

1.      Good working relationship with the Ministry of Education 

2.      Good community support

3.      School is situated in a good diverse catchment area along the Kisii, Maasai, Kuria, Luo border, and availability of many primary schools to serve as the catchment area.

4.       Source of water through gravity to the school

5.      Good relationship with neighbouring schools

6.      Goodwill and willingness from stakeholders to start boarding facilities in the school to cater for students from far who cannot manage day-schooling.

7.      Free Secondary Education which enhance high transition rates from primary to secondary.

8.      CDF bursaries for clever and needy students

9.      Availability of well-wishers and people of goodwill to support the school

10. Availability of role models in the school’s surrounding to motivate the learners.

11. Establishment of an alumni body for mentorship and financial support.

12. Educational seminars/workshops aimed at capacity building.

 

Our threats

1.      Many students are either partial orphans or total orphans thus lack the required parental support and guidance.

2.      Increased poverty levels in the locality of the school which translates to lack of financial and material support to the learners from the parents/guardians.

3.      Poor inter-community relationship which leads to tribal clashes among the neighbouring communities e.g. Kisii/Maasai, Kisii/Luo,  maasai/Luo, Kuria/Maasai.

4.      Losing quality students to other schools with better facilities and accessibility and those performing better than us.

5.      Early marriage among teenage girls especially among the Maasai, Kuria and Kisii communities.

6.      High ignorance levels of parents/community on education matters.

7.      Pregnancies among the girls.

8.      Poor road network to the school. The roads ar totally impassable during rainy seasons.

9.      Government policies on education e.g. no student should be denied admission, ban on students repeating classes, ban on holiday tuition, ban on corporal punishment, very high cut off points for JAB University admission, pressure to perform like other schools with well established infrastructure and quality admission e.t.c.

10. Poor girl transition and retention rate.

11. Mushrooming of schools which eats into our catchment and most times leads to unhealthy competition.

12. Changes to the education system, syllabus and policies which need sensitization and refresher courses to the staff and students. The cost of the changes is also a burden to the parents, teachers and students.    


PESTEL ANALYSIS

a)     Political Factors

1.      Changes of government and introduction of new policies that impact on education in school.

2.      Change of education policy such as the introduction of free primary education and free day secondary education has boosted the school’s development

3.      Change of political representation especially the area member of parliament and local authority leaders such as such as area councilors has an impact on the school’s development. This is because goodwill from these leaders may change.

4.      Political instability. For instance, the post election violence of  2007/2008 led to an influx of students to our school from areas affected. Some of our teachers from affected communities also fled.  

 

b)     Economic Factors

1.      Inflation in the economy has strained school finances due to high commodity prices.

2.      Delayed  disbursement of free day secondary education funds from the government interrupts and delays the school’s operations.

3.      Our catchment area is of low income earners hence fees payment is low therefore disrupting the school operations.

 

c)     Social Factors

1.      Religious conflicts at times spills into the school straining social relations among various stakeholders.

2.      Orphaned children are on the rise and this has overburdened the school as it tries to accommodate these students.

3.      Early child marriage which ruins the girl child education as most of them get married before completing form four.

4.      Pregnancies among the female students

5.      Boy-girl relationships which results in drop-outs, early marriage, pregnancies, abortion e.t.c.

6.      HIV/AIDS which leads to many orphaned students who need the school support.

7.      Malaria – the school is in a malaria prone zone which results in absenteeism as most students go to seek treatment.

8.      Poor parenting – most parents do not provide the required parental guide to their children. They do not bother to follow up the progress of their children in school. Other parents are poor role models to their children – are drunkards, always engage in domestic violence e.t.c.

 

d)     Technological Factors

1.      Lack of or limited IT skills have posed a challenge to teachers and learners.

2.      The IT facilities available in the school provide an efficient and effective way of carrying out the school operations.

3.      High cost of technological equipment, repair and maintenance

4.      Lack of technological know-how among teachers, students and workers.

5.      Most of the technological equipment need electricity which the school does not have, instead it depends on the costly petrol run generator and solar power.

6.      Use of modern communication devices such as mobile phones is a new challenge to the school as these have both useful and disruptive tendencies.

 

e)     Environmental Factors

1.      The school is located in a remote place which has no good roads. The roads are totally impassable during rainy seasons.

2.      The nearest market centre is about 5km from the school hence teachers stay away from the school.

3.      There are many neighbouring schools which sometimes leads to unhealthy competition rather than positive competition.

4.      The school is located in a malaria zone which disrupts learning wherever students/teachers fall sick.

5.      The school is located on a rocky plot which makes it difficult to have some facilities e.g. playing grounds for games and sports.

 

f)      Legal Factors

1.      Frequent change of government policies on education creates inconsistency and sometime confusion e.g. ban on corporal punishment, mock examinations, extra tuition (holiday tuition) and repeating of classes.

2.      The entrenchment of the child’s rights in the constitution has enabled children of both sexes to access education as a basic human right.

 


 

MANAGEMENT AND ADMINISTRATIVE STRUCTURE OF THE SCHOOL

 

v The school is headed by the Principal who is deputized by the Deputy Principal.

v The senior teacher comes after him and under the senior teacher are the Heads of Departments (HODs), class teachers and other teachers.

v The school has various departments headed by HODs. They include:

1.      Guidance and Counseling Department

2.      Examinations Department

3.      Games Department

4.      Sciences Department

5.      Languages Department

6.      Humanities Department

7.      Technical and Applied subjects Department

v Key in the management of the school is also the sponsor; the District Education Board.(DEB), the B.O.G. and the PTA.

 


 

CHAPTER 3

THE STRATEGIC DIRECTION

This strategic plan is guided by our beliefs, motor, vision, mission and core values.

a)     Our Motto

Aim High

b)     Our Vision

A school of choice in the provision of quality education for quality life.

c)     Our Mission

To provide quality education, through effective teaching and learning, that facilitates the nurturing of the learners’ potential for quality life.

d)     Our Core Values

1.      Excellence

2.      Discipline

3.      Responsibility

4.      Team work

5.      Commitment

6.      Professionalism

7.      Obedient

8.      Integrity

 

e)     Our beliefs

We believe that:

1.      Our core business is teaching and learning

2.      Students are our top priority

3.      Education is a shared responsibility among all stakeholders

4.      Education is a valuable resource to society

5.      Diversity, equality and respect for all are key to building our success

6.      We are accountable to our students, parents and the community

7.      Continuous improvement and excellence is the key goal that drives our operations

Moteiribe secondary school aims to produce learners with the following competencies:

a)     Academic Development

1.      Critical and creative thinkers

2.      Enthusiasm to further their studies after graduating from our school

3.      Good communicators

4.      Ready to apply acquired knowledge in real life

5.      Qualification to the next academic levels – universities and colleges.

b)     Personal Development

1.      Learners who will lead healthy lifestyles

2.      With a sense of personal worth and dignity

3.      With moral, ethical and spiritual values

c)     Social and Cultural Development

1.      Growing with change

2.      Respects others and appreciates diversity

3.      Responsible citizen who is active participant in the affairs of his/her society.

4.      Responsible decision makers.

This strategic plan envisages a situation where:

1.      There will be renewed vibrancy, freshness, creativity and optimism where every stakeholder will have a participatory role

2.      Every individual will be valued and recognized for his or her contribution

3.      Success will be acknowledged, celebrated and rewarded as efforts will be made to remedy low achievement

4.      Teaching and learning is result-oriented

5.      Every individual will carry out his/her responsibility professionally in collaboration with others (team work)

6.      Our commitments will be honoured.

CHAPTER 4

STRATETIC OBJECTIVES (GOALS) AND STRATEGIES

Problem statement/key challenges

From a humble beginning in 1996, MOTEIRIBE SECONDARY SCHOOL has seen tremendous increase in student and staff population.

a)     Student Population since the year 2002 up to date(2012) 

 

Year

Male

Female

Total

2012

310

250

560

2011

279

216

495

2010

244

190

434

2009

218

174

392

2008

195

148

343

2007

161

117

278

2006

156

118

274

2005

150

150

300

2004

150

150

300

2003

141

145

286

2002

7

6

13

 

b)      Current Teaching and Non-teaching Staff population    

 

Sex

Teaching

Non-teaching staff

Male

10

07

Female

01

04

Total

11

11

 

The ever increasing student and staff population as shown above, has over-time outstripped the existing and new physical facilities that have been put up in due course.

There is need for additional and (or) new physical facilities to cater for this. Our main challenge has been the limited piece of land on which the school stands which is approximately 2.5 acres. Hence one of our strategic problems is lack of land for the expansion of physical facilities to accommodate the increased enrolment being witnessed.

The increased student population also calls for additional physical facilities as earlier mentioned above. The most needed at this time is a standard science laboratory so as to uplift the performance of science subjects such as Chemistry, Physics and Biology which have been witnessing dismal performance over the years. Thus our other strategic problem is lack of a standard science laboratory.

From the student enrolment data above, it is clear that the number of boys is bigger than that of girls in every class. More disturbing is the fact that more girls than boys drop out of school as they progress to forms 3 and 4. Even the few who complete form 4 don not perform as well as the boys. This issue needs to be addressed. This explains why we have the improvement of the girl child performance and retention rates as a strategic problem.

Our school has an approved CBE of 28 teachers however, currently it has only 11 TSC teachers meaning it has a shortfall of 17 teachers. Another strategic problem, the school faces is therefore staff improvement.

Our school is privileged to have received the ICT package from the Constituency Economic Stimulus Programme. It is designated as one of the ICT centres under this programme. We look forward to fully incorporate the ICT into the teaching and learning process (e-learning) as required by the Ministry of Education. There are a few challenges in this, hence embracing e-learning is a strategic problem in our strategic plan.

Academic performance is the core function of MOTEIRIBE SECONDARY SCHOOL our performance in KCSE has been relatively and consistently good over the last six (6) years. We however feel we can do better. This is why we have proper curriculum implementation to improve the school mean as our other strategic problem in this strategic plan.

 

 

 

KCSE PERFORMANCE FOR THE LAST 10 YEARS

YEAR

ENTRY

A

A-

B+

B

B-

C+

C

C-

D+

D

D-

E

X

Y

Z

MSS

DEV

2012

88

 

1

1

8

9

6

10

12

25

15

1

0

0

0

0

5.386

-0.262

2011

71

 

 

2

7

5

9

9

14

17

7

1

0

0

0

0

5.648

-0.145

2010

58

 

1

1

5

2

8

14

12

10

4

1

0

0

0

0

5.793

+0.432

2009

61

 

 

1

5

1

7

13

14

12

5

2

0

1

0

0

5.361

+0.506

2008

55

 

 

 

2

2

8

6

9

14

13

0

1

0

0

0

4.855

-0.963

2007

55

 

 

2

3

3

9

14

8

14

2

0

0

0

0

0

5.818

+2.162

2006

64

 

 

2

1

1

2

1

8

9

17

13

8

0

0

0

3.656

-0.151

2005

88

 

 

 

2

3

4

11

9

10

19

27

3

0

0

0

3.807

-0.71

2004

60

 

 

 

3

3

2

8

11

12

13

8

0

0

0

0

4.517

+0.495

2003

45

 

 

 

1

1

3

3

5

1

15

5

1

0

0

0

4.022

-0.645

2002

6

 

 

 

 

 

1

1

1

1

2

0

0

0

0

0

4.667

+2.034

        


 

 STRATEGIC GOALS

 

1.      IMPROVE THE SCHOOL KCSE MEAN FROM 5.648 TO 6.648 IN THE NEXT FIVE (5) YEARS

We endeavour to improve the school KCSE mean from 5.648 (KCSE 2011) to at least   6.648  by the year 2016 (KCSE 2016).

We aim to achieve this by having a yearly consistent improvement of 0.2 as shown in the projections below.

YEAR

2011

2012

2013

2014

2015

2016

KCSE MEAN

5.648

5.848

6.048

6.248

6.448

6.648

 

Strategies:

v Regularly reward good performance of both teachers and students

v Put in place a school admission criteria (policy) with a minimum mark of 200 for form 1 admission.

v Teachers to have professional records

v Teachers’ professional records to be regularly updated and checked by HODs/Deputy Principal/Principal

v Joint exams with other schools (at least 2 per term for each class)

v Organize subject contests and interclass exam contests

v School staff to be taken to  motivational retreats to  places of their choice

v Have remedial classes (extra time) for weak students

v Sensitize parents on the need to encourage their children to work hard and to provide them with academic support/requirements

v  Class conferences to be held for each class at least once a year where students’ progress will be discussed and solutions for their problems sought.

v Have KNEC examiners talk to candidates to give them tips on how to tackle exam questions

v Have candidates’ individual targets and monitoring done on their progress.

v Benchmark in well performing schools

v Cover the syllabus in form 1 and 2 by end of September, form 3 by end of August, form 4 by end of June to create ample time for revision and preparation for examinations.

v Motivate learners and teachers in those subjects that continuously perform dismally to improve

v Have subject targets which teachers should strive to achieve.

v Have more CATs and topical questions in every class

v Have an up to date examination analysis to effectively monitor the students’ progress and make informed decisions based on correct data.

v Enhance efficiency of both non-teaching and teaching staff through seminars, workshops, team-teaching to improve service delivery.

v Guide and counsel students to improve their concentration in studies and on career selection.

 

2.      EXPAND SCHOOL LAND BY 1 ACRE IN THE NEXT FIVE (5) YEARS SO AS TO CATER FOR INCREASED DEMAND FOR PHYSICAL FACILITIES DUE TO THE INCREASED ENROLMENT

 

With a student population of about 560 students and 22  teaching and non-teaching staff, the school sits on 2.5. acres piece of land. Thus there is need for expansion of the school land to facilitate the putting up of more physical facilities such as classrooms, laboratory, library, offices, toilets e.t.c. to cater for the continuously increasing enrolment.

 

 

 

Strategies:

v Sensitize people whose land surrounds the school on the need to expand school land

v  Meet and talk to the families whose land surrounds the school to accept to sell their land to the school (at least 10ft from each family)

v Meet and sensitize parents on the need to expand the school land during the Annual General Meeting (AGM)

v Discuss with the B.O.G. and PTA to reach an agreement on how to source Kshs.600,000 for the purchase of the 1 acre land.

v Each parent to pay Kshs.1,000 PTA fund towards this project

v Sign an agreement with families selling land to the school before an Advocate

v Formalize the land lease agreement and ownership

 

3.      TO CONSTRUCT A STOREY BLOCK TO HOST TWO SCIENCE LABORATORIES AND SIX CLASSROOMS BY 2015

 

Strategies:

v Source funds from the following:

a)     Parents (P.T.A.) ksh.2M

b)     CDF Ksh.2.5M

c)     County government Ksh.6.5M

d)     Fundraise Ksh.0.5M

Total Ksh.11.5M.

 

 

 

 

 

4.      TO CONSTRUCT FOUR DORMITORIES; TWO FOR GIRLS AND TWO FOR BOYS BY THE YEAR 2016

 

Strategies:

 

v Source for well-wishers and sponsors to fund this project.

v Organize a funds drive (Harambee) to raise funds for the project

v Discuss with the BOG, PTA and the parents during the AGM on how to finance this project and its significance

v Get a qualified contractor to carry out the construction

 

5.      TO IMPROVE THE GIRL CHILD ACADEMIC PERFORMANCE AND THEIR PROGRESSION AND RETENTION RATE

 

Strategies:

v Sensitize the community to educate the girl child and treat both boys and girls equally.

v Provide bright but needy girls with bursaries to keep them in school and motivate them to perform better.

v Motivate the girl-child by having successful women role models talk to them for inspiration.

v Give incentives to the girls such as sanitary towels so as to encourage them be in school

v Strengthen the guidance and counseling Department to guide and counsel the girls to keep off issues that may affect their studies and encourage them to be in school and work hard.

v Accommodating needy bright girls in school who may have problems from their homes of stay.

v Benchmark in other well performing schools where girls perform well and have good progression and retention rates.

v Develop an elaborate mechanism of monitoring the girl child performance and progression from form 1 to form 4 to help in decision making with regard to the girl-child education

v Reward girls who perform better to encourage others to compete favourably with boys

 

6.      TO INTEGRATE ICT IN THE TEACHING LEARNING PROCESS TO ENHANCE QUALITY, EFFECIENCY AND EFFECTIVENESS

 

Strategies:

v Sensitize students and staff on the critical role of ICT in enhancing the teaching learning process

v To prioritize the usage of ICT in the teaching and learning

v To provide training of the administrative, teaching and non-teaching staff in the usage of ICT

v Source for well-wishers and sponsors to donate additional computers to the school

v Have a computer lab for computer classes

v Have computer studies as a KCSE examinable subject in the school and enroll students in the subject

v Seek for a qualified computer studies subject teacher from TSC

v Ensure that all students have basic computer/ICT skills

v Ensure that all students and staff have e-mail addresses

v Have the school computers connected to the internet

v Set up and maintain an operational Moteiribe Secondary School website which can be accessed by the public

v Seek political goodwill and assistance to have electricity in the school to run the computers instead of the unreliable generator power/solar power.

v Procure the required software systems to aid in the operations of the school

v Continually update the software systems and protection of the computers by contracting qualified personnel

v Acquire and install a school information management software system to facilitate controlled data storage and use.

v Have all departments ICT linked

v Seek assistance from stakeholders to have school connected to electricity supply.

 

7.      TO PURCHASE A SCHOOL BUS.

 

Strategies:

v Sensitize stakeholders on the need to have a school bus

v To convene a joint B.O.G/ P.T.A meeting to discuss modalities of raising funds for the project.

v Hold a funds-drive to raise funds for the project..

v Seek funding from CDF for the project.

v Seek funding from well-wishers.

v Talk to parents to fund the project through PTA contributions.

v Seek help from the county representative to improve the conditions of the roads connecting the school.

IMPLEMENTATION

 

The implementation of this strategic plan will be the responsibility of all stakeholders. However, it will be overseen and monitored by the Principal, the BOG and the PTA.

They will be in-charge of the day-to-day management of the proposed activities.

To implement this strategic plan, Moteiribe secondary school calls for co-operation from stakeholders.

 

MONITORING, EVALUATION AND REPORTING

 

Monitoring

The Principal and BOG/PTA will ensure that the planned activities are implemented on time and intended results are achieved as expected by carrying out regular monitoring.

The school principal shall at all times maintain a record of activities undertaken, outputs and make remarks on the progress or otherwise for subsequent decision making.

Evaluation

An annual review of the strategic plan will be undertaken by the principal and the BOG/PTA to align emerging needs to the realities on the ground.

A final evaluation will be undertaken at the end of 2017 to evaluate the level of success in the implementation of this strategic plan.

Reporting

Periodic and annual reports will be made available to all stakeholders to keep them informed about the progress in the implementation of the strategic plan as well as solicite for additional support that may be needed.

This will be done by the principal, BOG and PTA.

Conclusion

Good plans are only good if they are put into action. It is with this in mind that Moteiribe secondary school fraternity invites all stakeholders to join hands to assist in the efforts of transforming the institution to be a school of choice in the provision of quality education for quality life, as envisioned in the school vision.

We are convinced that we can achieve all the goals as outlined in this strategic plan with support, commitment and goodwill. This is all we ask from all stakeholders to enable us give the society the kind of youth they will cherish in the future.

We pray that God may give each and every stakeholder. The energy, spirit and the will to work as a team for the realization of our dream

 

                   

LAUCHING OF THE DEMA STRATEGIC PLAN

 

 

 

 

 

 

 

 

 

 

 

 

                         

 

 

                                                                                   

                                                                       

 

 

 

 

 

 

 

 

 

[           

B.O.G. MEMBERS

 

 

 

 

 

 

 

 

 

MINISTRY OF EDUCATION OFFICIALS

 

 

 

Moteiribe secondary school

Five year strategic plan

(2012 – 2017)

 

Theme:      improving

33              performance

and

                   expanding

                   opportunities for

                   all learners

 

©Moteiribe secondary school

May, 2012

 

CHAPTER 1

Introduction

Preface

This is the strategic plan for Moteiribe secondary school for a period of five years     (2012 – 2017).

It provides a means of better performance, efficiency and effectiveness in the institution.

Its main purpose is to plan development issues and activities for the next five years that meet the demands of the school stakeholders and the dynamics of the society.

The plan is a specific, measurable, achievable, realistic and time bound (SMART) management strategy.

It is a participatory document where input from all stakeholders was considered and incorporated.

It is expected that by the end of the implementation period, the desired impact will have been achieved.

 

 

 


 

STATEMENT FROM THE SCHOOL PRINCIPAL

 

For many years the chief goal of Moteiribe secondary school has been to ensure high student achievement, efficient and effective operations in the teaching learning process.

 

This goal guided us in developing this five year strategic plan with the theme “improving performance and expanding opportunities for all learners.”

 

This strategic plan clearly defines our goals, strategies as well as our targets and timelines.

 

It is a collaborative strategic plan with all stakeholders on board.

 

We should all endeavour to give the learners all they need to be the best they can be in life.

 

As you read through this document, you will see our commitment to providing quality education to the youth.

 

We promise to report our progress to you and we hope you will join us in this commitment.

 

We also remind you that this document is not cast on stone and therefore any positive feedback and suggestions are welcome.

 

Thank you.

 

DAVID O. OSORO

PRINCIPAL


 

THE B.O.G. CHAIRMAN’S STATEMENT

 

I am convinced that this outline of action for Moteiribe secondary school is an achievement on its own sense as it creates the purpose for all of us to be united towards a common goal.

 

I have no doubts that the able hands of the B.O.G. members, the PTA members, the willing minds of the teachers, the unending contribution of the parents, the co-operation of the students and the answering of the call by the community and the well-wishers will make it happen.

 

This five years plan commits all of us who are involved directly and indirectly in the running of the school, its growth and success. This is a wonderful roadmap. Therefore, let us all join hands to make our dreams come true.

 

MR. SAMUEL OYUNGE

B.O.G. CHAIRMAN

 

 


 

ACKNOWLEDGEMENTS

 

The writing of this strategic plan would not have been easy without the involvement of group work and extensive consultations of many stakeholders. Our sincere thanks go to the District Education Office and  DEMA for their valuable contribution in this document.   We also thank all the B.O.G. and PTA members for their invaluable contribution towards this strategic plan.

 

Special thanks to the Principal of the school Mr. David Osoro and the B.O.G. chairman Mr. Samuel Oyunge for their huge support for this plan.

 

The extra effort and dedication of the Deputy Principal, Heads of Departments and the staff is most appreciated.

 

Our special thanks to all the stakeholders who either directly or indirectly gave their contribution and input into this document.

 

This document will be a frequent source of reference for the school management, staff and other stakeholders for it provides a working manual for the improvement of our school.

It is worthy noting that the success of this strategic plan now and in the future depends safely on the grace of God the Almighty.

We hope and believe that any good that will come out of this strategic plan will be of great benefit to society and praise to God; the sustainer of everything.

 

Last but not least, we appreciate the untiring effort of the core planning committee responsible for this document;

1.       Mr. David Osoro (School Principal)

2.      Mr. Evans Omari (D/Principal)

3.      Mr. Moses Nyambane (Senior Teacher)

4.      Mr. Enock Okong’o

OUR PHILOSOPHY

 

The philosophy behind Moteiribe secondary school comes from its name Moteiribe  which is a combination of two Kisii words omote (a tree) and omoribe (name of the tree).

 

Omote omoribe (in short omoribe) is a Kisii name for a typical indigenous tropical tree highly valued for its medicinal value and adaptation to poor soils and harsh weather conditions. It is deep rooted for anchorage and water.

 

It has a strong bark and beautiful foliage with yellow flowers that bear fruits whose juice is used with other food components to make refreshment drinks. Its hardwood is used for carving especially in the making of farm implements.

 

Moteiribe secondary school aspires to be strong in their commitment and drive towards success borrowing from the characteristics of the omoribe  tree from which the school got its name. unity of purpose will be our steering wheel.

 

We aim at facilitating the realization of the learners’ potential through effective teaching and learning process. We look forward to continuously improve our academic performance in order to compete favourably and positively with other learning institutions in the country.

 

This is why we are coming up with this strategic plan to help us examine our purpose and goals, visualize our future and outline a course of action on how to reach that envisioned future.

 


 

HISTORICAL BACKGROUND OF MOTEIRIBE SECONDARY SCHOOL

 

Moteiribe secondary school is a public mixed Day secondary school that was started by the community in the year 1996. Its first KCSE candidates sat for their examinations in the year 1998.

 

The school is sponsored by the District Education Board (DEB).

It has beaten many odds to reach its current state; especially from an enrolment of 13 students in 2002 when it almost closed down to a registered double stream District school with a student enrolment of 625 currently.

 

The school has 20 teachers and 11 support staff under the leadership of the school principal Mr. David Orenge Osoro.

 

The following are the names of the principals who have served the school since its inception:

1.      Mr. Omari Kennedy                         (1996-1999)

2.      Mr. Kenyanya Henry                       (2000-2002)

3.      Mr. Osoro David Orenge                 (2002 to date)

Below are also names of the Board of Governors (B.O.G.) chairmen who have served the school since it started:

1.      Mr. Onchiri Reuben             (19999-2000)

2.      Mr. Wilson Nyanchoka       (2000-2002)

3.      Mr. Nyaundi Stephen          (2002-2005)

4.      Mr. Mogoi John W.              (2006-2009)

5.      Mr. Samuel Mose Oyunge (2009- to date)

 

The school’s KCSE examination performance has been on the upward trend from a mean score of 2.556  in 1999  to stand at its best of 5.818  in 2007.

 

It is worth noting that the school has been performing remarkably well in co-curriculum activities such as football, athletics, music and above all the Science Congress in which it has represented Nyanza province in four consecutive years (2009-2012)  at National level and consequently at the Nairobi International Trade Fair.

 


 

THE GEOGRAPHICAL BACKGROUND OF THE SCHOOL

 

The school is located on Moteiribe hill in Magenche sub-location, Magenche location, Magenche Division in Kenyenya District , Kisii County.

 

It is in the interior of the District to the South West near Nyagancha shopping centre off Kenyenya-Nyagancha road.

 

It is located along the common Kenyenya, Gucha South and Transmara Districts border.

 

The area enjoys good fertile soils that favour the growth of tea, coffee and sugarcane that form the background of the cash crops. The main food crops grown at subsistence level include: maize, beans, bananas and potatoes. The residents also keep livestock at domestic level.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

OTHER DETAILS ABOUT THE SCHOOL

 

POSTAL ADDRESS:            P O BOX 19-40211

                                                KENYENYA

 

SCHOOL REG. NO.:            GPA/A/2724//2003

 

SPONSOR;                            D.E.B.

 

KNEC CODE:                       40727116

 

e-mail address:                     info@moteiribesec.ac.ke

 

website:                                 www. moteiribesec.ac.ke

 

TEL:                                       0714024514

 


 

THE PROCESS OF DEVELOPING THIS STRATEGIC PLAN

 

This strategic plan was developed through a collaborative/participatory effort and input of all stakeholders including the staff, B.O.G., PTA, parents, students and the community.

 

The plan stretches to a period of five years i.e. 2012-2017.

 

The strategic plan consists of six chapters. Chapter one focuses on the introduction with the background information and rationale of the plan. Chapter two is about the situational analysis while chapter three is about the beliefs and core values of the school, its vision, mission and motto.

 

Chapter four presents the problem statement/key challenges, strategic objectives (goals) and their strategies.

 

In chapter five, the action plan is given while chapter six provides the monitoring, evaluation and conclusion of the strategic plan.

 


 

JUSTIFICATION/RATIONALE FOR THE STRATEGIC PLAN

 

For the last six (6) years, the school has consistently posted average academic performance in the national exams (KCSE). The school has also done very well in the co-curriculum activities in areas such as Science Congress, Soccer, athletics and drama.

 

Whereas a lot has been done in establishing the required infrastructure, more needs to be done to meet the ever growing and changing demands due to increased enrolment witnessed in the said period as well as the social, political and economic changes dictated by the global dynamics.

 

The school has a strong desire to reach the best performance standards which will meet the expectations of all stakeholders.

 

This strategic plan will guide us and provide the strategic direction in this endeavour.

 

It is also a statutory requirement that public institutions and organizations develop strategic plans as a means of enhancing result-based management and efficiency in their operations in conformity to vision 2030.

 

The key purpose of this strategic plan includes:

1.      To provide a uniform line of thought to all stakeholders on the school strategic direction.

2.      To enable students and staff develop a focused effort.

3.      To provide a basis for both short and long-term operational plans.

4.      To provide a basis for indentifying priority areas.

5.      To provide a basis for sourcing and allocation of resources.

6.       To enable monitoring of the performance of every stakeholder.

7.      To provide a basis for rewarding good performance and identify non-performing areas for remedial action.


 

CHAPTER 2

 

SITUATIONAL ANALYSIS

 

This chapter presents an analysis of the school’s current environment.

 

This makes it possible to set realistic strategic objectives for the next five years, to utilize the existing opportunities and to mitigate the external threats.

 

We endeavour to exploit our opportunities, manage our weaknesses and threats as we enhance our strengths.

a)     Swot Analysis

Below is an analysis of the institution’s strengths, weaknesses, opportunities and threats.

1.      Qualified, committed and experienced teaching and non-teaching staff.

2.      Public trust and recognition

3.      Good performance in KCSE exams for the last six (6) years.

4.      Good performance in co-curricular activities such as Science Congress and sports (up to national level)

5.      Staff and students from diverse communities/tribes (Kisii, Kuria, Maasai, Turkana, Luo, Meru, Kamba)

6.      Qualified active and experienced B.O.G. and PTA.

7.      High enrolment

8.      Clear chain of command and organizational structure

9.      ICT facilities provided by the Constituency Economic Stimulus Project.

 

 

Our weaknesses

1.      Weak financial base

2.      Lack of adequate teaching staff.

3.      Lack of adequate land for expansion to cater for the high enrolment

4.      Slow ICT integration in the operations and programmes of the school

5.      Lack of admission criteria/policy thus low entry behavior during admission

6.      Many below average students

7.      Lack of a standard science laboratory

8.      Lack of a standard library

9.      Lack of electricity

10. Inadequate residential houses for staff.

 

Our opportunities

1.      Good working relationship with the Ministry of Education 

2.      Good community support

3.      School is situated in a good diverse catchment area along the Kisii, Maasai, Kuria, Luo border, and availability of many primary schools to serve as the catchment area.

4.       Source of water through gravity to the school

5.      Good relationship with neighbouring schools

6.      Goodwill and willingness from stakeholders to start boarding facilities in the school to cater for students from far who cannot manage day-schooling.

7.      Free Secondary Education which enhance high transition rates from primary to secondary.

8.      CDF bursaries for clever and needy students

9.      Availability of well-wishers and people of goodwill to support the school

10. Availability of role models in the school’s surrounding to motivate the learners.

11. Establishment of an alumni body for mentorship and financial support.

12. Educational seminars/workshops aimed at capacity building.

 

Our threats

1.      Many students are either partial orphans or total orphans thus lack the required parental support and guidance.

2.      Increased poverty levels in the locality of the school which translates to lack of financial and material support to the learners from the parents/guardians.

3.      Poor inter-community relationship which leads to tribal clashes among the neighbouring communities e.g. Kisii/Maasai, Kisii/Luo,  maasai/Luo, Kuria/Maasai.

4.      Losing quality students to other schools with better facilities and accessibility and those performing better than us.

5.      Early marriage among teenage girls especially among the Maasai, Kuria and Kisii communities.

6.      High ignorance levels of parents/community on education matters.

7.      Pregnancies among the girls.

8.      Poor road network to the school. The roads ar totally impassable during rainy seasons.

9.      Government policies on education e.g. no student should be denied admission, ban on students repeating classes, ban on holiday tuition, ban on corporal punishment, very high cut off points for JAB University admission, pressure to perform like other schools with well established infrastructure and quality admission e.t.c.

10. Poor girl transition and retention rate.

11. Mushrooming of schools which eats into our catchment and most times leads to unhealthy competition.

12. Changes to the education system, syllabus and policies which need sensitization and refresher courses to the staff and students. The cost of the changes is also a burden to the parents, teachers and students.    


PESTEL ANALYSIS

a)     Political Factors

1.      Changes of government and introduction of new policies that impact on education in school.

2.      Change of education policy such as the introduction of free primary education and free day secondary education has boosted the school’s development

3.      Change of political representation especially the area member of parliament and local authority leaders such as such as area councilors has an impact on the school’s development. This is because goodwill from these leaders may change.

4.      Political instability. For instance, the post election violence of  2007/2008 led to an influx of students to our school from areas affected. Some of our teachers from affected communities also fled.  

 

b)     Economic Factors

1.      Inflation in the economy has strained school finances due to high commodity prices.

2.      Delayed  disbursement of free day secondary education funds from the government interrupts and delays the school’s operations.

3.      Our catchment area is of low income earners hence fees payment is low therefore disrupting the school operations.

 

c)     Social Factors

1.      Religious conflicts at times spills into the school straining social relations among various stakeholders.

2.      Orphaned children are on the rise and this has overburdened the school as it tries to accommodate these students.

3.      Early child marriage which ruins the girl child education as most of them get married before completing form four.

4.      Pregnancies among the female students

5.      Boy-girl relationships which results in drop-outs, early marriage, pregnancies, abortion e.t.c.

6.      HIV/AIDS which leads to many orphaned students who need the school support.

7.      Malaria – the school is in a malaria prone zone which results in absenteeism as most students go to seek treatment.

8.      Poor parenting – most parents do not provide the required parental guide to their children. They do not bother to follow up the progress of their children in school. Other parents are poor role models to their children – are drunkards, always engage in domestic violence e.t.c.

 

d)     Technological Factors

1.      Lack of or limited IT skills have posed a challenge to teachers and learners.

2.      The IT facilities available in the school provide an efficient and effective way of carrying out the school operations.

3.      High cost of technological equipment, repair and maintenance

4.      Lack of technological know-how among teachers, students and workers.

5.      Most of the technological equipment need electricity which the school does not have, instead it depends on the costly petrol run generator and solar power.

6.      Use of modern communication devices such as mobile phones is a new challenge to the school as these have both useful and disruptive tendencies.

 

e)     Environmental Factors

1.      The school is located in a remote place which has no good roads. The roads are totally impassable during rainy seasons.

2.      The nearest market centre is about 5km from the school hence teachers stay away from the school.

3.      There are many neighbouring schools which sometimes leads to unhealthy competition rather than positive competition.

4.      The school is located in a malaria zone which disrupts learning wherever students/teachers fall sick.

5.      The school is located on a rocky plot which makes it difficult to have some facilities e.g. playing grounds for games and sports.

 

f)      Legal Factors

1.      Frequent change of government policies on education creates inconsistency and sometime confusion e.g. ban on corporal punishment, mock examinations, extra tuition (holiday tuition) and repeating of classes.

2.      The entrenchment of the child’s rights in the constitution has enabled children of both sexes to access education as a basic human right.

 


 

MANAGEMENT AND ADMINISTRATIVE STRUCTURE OF THE SCHOOL

 

v The school is headed by the Principal who is deputized by the Deputy Principal.

v The senior teacher comes after him and under the senior teacher are the Heads of Departments (HODs), class teachers and other teachers.

v The school has various departments headed by HODs. They include:

1.      Guidance and Counseling Department

2.      Examinations Department

3.      Games Department

4.      Sciences Department

5.      Languages Department

6.      Humanities Department

7.      Technical and Applied subjects Department

v Key in the management of the school is also the sponsor; the District Education Board.(DEB), the B.O.G. and the PTA.

 


 

CHAPTER 3

THE STRATEGIC DIRECTION

This strategic plan is guided by our beliefs, motor, vision, mission and core values.

a)     Our Motto

Aim High

b)     Our Vision

A school of choice in the provision of quality education for quality life.

c)     Our Mission

To provide quality education, through effective teaching and learning, that facilitates the nurturing of the learners’ potential for quality life.

d)     Our Core Values

1.      Excellence

2.      Discipline

3.      Responsibility

4.      Team work

5.      Commitment

6.      Professionalism

7.      Obedient

8.      Integrity

 

e)     Our beliefs

We believe that:

1.      Our core business is teaching and learning

2.      Students are our top priority

3.      Education is a shared responsibility among all stakeholders

4.      Education is a valuable resource to society

5.      Diversity, equality and respect for all are key to building our success

6.      We are accountable to our students, parents and the community

7.      Continuous improvement and excellence is the key goal that drives our operations

Moteiribe secondary school aims to produce learners with the following competencies:

a)     Academic Development

1.      Critical and creative thinkers

2.      Enthusiasm to further their studies after graduating from our school

3.      Good communicators

4.      Ready to apply acquired knowledge in real life

5.      Qualification to the next academic levels – universities and colleges.

b)     Personal Development

1.      Learners who will lead healthy lifestyles

2.      With a sense of personal worth and dignity

3.      With moral, ethical and spiritual values

c)     Social and Cultural Development

1.      Growing with change

2.      Respects others and appreciates diversity

3.      Responsible citizen who is active participant in the affairs of his/her society.

4.      Responsible decision makers.

This strategic plan envisages a situation where:

1.      There will be renewed vibrancy, freshness, creativity and optimism where every stakeholder will have a participatory role

2.      Every individual will be valued and recognized for his or her contribution

3.      Success will be acknowledged, celebrated and rewarded as efforts will be made to remedy low achievement

4.      Teaching and learning is result-oriented

5.      Every individual will carry out his/her responsibility professionally in collaboration with others (team work)

6.      Our commitments will be honoured.

CHAPTER 4

STRATETIC OBJECTIVES (GOALS) AND STRATEGIES

Problem statement/key challenges

From a humble beginning in 1996, MOTEIRIBE SECONDARY SCHOOL has seen tremendous increase in student and staff population.

a)     Student Population since the year 2002 up to date(2012) 

 

Year

Male

Female

Total

2012

310

250

560

2011

279

216

495

2010

244

190

434

2009

218

174

392

2008

195

148

343

2007

161

117

278

2006

156

118

274

2005

150

150

300

2004

150

150

300

2003

141

145

286

2002

7

6

13

 

b)      Current Teaching and Non-teaching Staff population    

 

Sex

Teaching

Non-teaching staff

Male

10

07

Female

01

04

Total

11

11

 

The ever increasing student and staff population as shown above, has over-time outstripped the existing and new physical facilities that have been put up in due course.

There is need for additional and (or) new physical facilities to cater for this. Our main challenge has been the limited piece of land on which the school stands which is approximately 2.5 acres. Hence one of our strategic problems is lack of land for the expansion of physical facilities to accommodate the increased enrolment being witnessed.

The increased student population also calls for additional physical facilities as earlier mentioned above. The most needed at this time is a standard science laboratory so as to uplift the performance of science subjects such as Chemistry, Physics and Biology which have been witnessing dismal performance over the years. Thus our other strategic problem is lack of a standard science laboratory.

From the student enrolment data above, it is clear that the number of boys is bigger than that of girls in every class. More disturbing is the fact that more girls than boys drop out of school as they progress to forms 3 and 4. Even the few who complete form 4 don not perform as well as the boys. This issue needs to be addressed. This explains why we have the improvement of the girl child performance and retention rates as a strategic problem.

Our school has an approved CBE of 28 teachers however, currently it has only 11 TSC teachers meaning it has a shortfall of 17 teachers. Another strategic problem, the school faces is therefore staff improvement.

Our school is privileged to have received the ICT package from the Constituency Economic Stimulus Programme. It is designated as one of the ICT centres under this programme. We look forward to fully incorporate the ICT into the teaching and learning process (e-learning) as required by the Ministry of Education. There are a few challenges in this, hence embracing e-learning is a strategic problem in our strategic plan.

Academic performance is the core function of MOTEIRIBE SECONDARY SCHOOL our performance in KCSE has been relatively and consistently good over the last six (6) years. We however feel we can do better. This is why we have proper curriculum implementation to improve the school mean as our other strategic problem in this strategic plan.

 

 

 

KCSE PERFORMANCE FOR THE LAST 10 YEARS

YEAR

ENTRY

A

A-

B+

B

B-

C+

C

C-

D+

D

D-

E

X

Y

Z

MSS

DEV

2012

88

 

1

1

8

9

6

10

12

25

15

1

0

0

0

0

5.386

-0.262

2011

71

 

 

2

7

5

9

9

14

17

7

1

0

0

0

0

5.648

-0.145

2010

58

 

1

1

5

2

8

14

12

10

4

1

0

0

0

0

5.793

+0.432

2009

61

 

 

1

5

1

7

13

14

12

5

2

0

1

0

0

5.361

+0.506

2008

55

 

 

 

2

2

8

6

9

14

13

0

1

0

0

0

4.855

-0.963

2007

55

 

 

2

3

3

9

14

8

14

2

0

0

0

0

0

5.818

+2.162

2006

64

 

 

2

1

1

2

1

8

9

17

13

8

0

0

0

3.656

-0.151

2005

88

 

 

 

2

3

4

11

9

10

19

27

3

0

0

0

3.807

-0.71

2004

60

 

 

 

3

3

2

8

11

12

13

8

0

0

0

0

4.517

+0.495

2003

45

 

 

 

1

1

3

3

5

1

15

5

1

0

0

0

4.022

-0.645

2002

6

 

 

 

 

 

1

1

1

1

2

0

0

0

0

0

4.667

+2.034

        


 

 STRATEGIC GOALS

 

1.      IMPROVE THE SCHOOL KCSE MEAN FROM 5.648 TO 6.648 IN THE NEXT FIVE (5) YEARS

We endeavour to improve the school KCSE mean from 5.648 (KCSE 2011) to at least   6.648  by the year 2016 (KCSE 2016).

We aim to achieve this by having a yearly consistent improvement of 0.2 as shown in the projections below.

YEAR

2011

2012

2013

2014

2015

2016

KCSE MEAN

5.648

5.848

6.048

6.248

6.448

6.648

 

Strategies:

v Regularly reward good performance of both teachers and students

v Put in place a school admission criteria (policy) with a minimum mark of 200 for form 1 admission.

v Teachers to have professional records

v Teachers’ professional records to be regularly updated and checked by HODs/Deputy Principal/Principal

v Joint exams with other schools (at least 2 per term for each class)

v Organize subject contests and interclass exam contests

v School staff to be taken to  motivational retreats to  places of their choice

v Have remedial classes (extra time) for weak students

v Sensitize parents on the need to encourage their children to work hard and to provide them with academic support/requirements

v  Class conferences to be held for each class at least once a year where students’ progress will be discussed and solutions for their problems sought.

v Have KNEC examiners talk to candidates to give them tips on how to tackle exam questions

v Have candidates’ individual targets and monitoring done on their progress.

v Benchmark in well performing schools

v Cover the syllabus in form 1 and 2 by end of September, form 3 by end of August, form 4 by end of June to create ample time for revision and preparation for examinations.

v Motivate learners and teachers in those subjects that continuously perform dismally to improve

v Have subject targets which teachers should strive to achieve.

v Have more CATs and topical questions in every class

v Have an up to date examination analysis to effectively monitor the students’ progress and make informed decisions based on correct data.

v Enhance efficiency of both non-teaching and teaching staff through seminars, workshops, team-teaching to improve service delivery.

v Guide and counsel students to improve their concentration in studies and on career selection.

 

2.      EXPAND SCHOOL LAND BY 1 ACRE IN THE NEXT FIVE (5) YEARS SO AS TO CATER FOR INCREASED DEMAND FOR PHYSICAL FACILITIES DUE TO THE INCREASED ENROLMENT

 

With a student population of about 560 students and 22  teaching and non-teaching staff, the school sits on 2.5. acres piece of land. Thus there is need for expansion of the school land to facilitate the putting up of more physical facilities such as classrooms, laboratory, library, offices, toilets e.t.c. to cater for the continuously increasing enrolment.

 

 

 

Strategies:

v Sensitize people whose land surrounds the school on the need to expand school land

v  Meet and talk to the families whose land surrounds the school to accept to sell their land to the school (at least 10ft from each family)

v Meet and sensitize parents on the need to expand the school land during the Annual General Meeting (AGM)

v Discuss with the B.O.G. and PTA to reach an agreement on how to source Kshs.600,000 for the purchase of the 1 acre land.

v Each parent to pay Kshs.1,000 PTA fund towards this project

v Sign an agreement with families selling land to the school before an Advocate

v Formalize the land lease agreement and ownership

 

3.      TO CONSTRUCT A STOREY BLOCK TO HOST TWO SCIENCE LABORATORIES AND SIX CLASSROOMS BY 2015

 

Strategies:

v Source funds from the following:

a)     Parents (P.T.A.) ksh.2M

b)     CDF Ksh.2.5M

c)     County government Ksh.6.5M

d)     Fundraise Ksh.0.5M

Total Ksh.11.5M.

4.      TO CONSTRUCT FOUR DORMITORIES; TWO FOR GIRLS AND TWO FOR BOYS BY THE YEAR 2016

 

Strategies:

 

v Source for well-wishers and sponsors to fund this project.

v Organize a funds drive (Harambee) to raise funds for the project

v Discuss with the BOG, PTA and the parents during the AGM on how to finance this project and its significance

v Get a qualified contractor to carry out the construction

 

5.      TO IMPROVE THE GIRL CHILD ACADEMIC PERFORMANCE AND THEIR PROGRESSION AND RETENTION RATE

 

Strategies:

  •  Sensitize the community to educate the girl child and treat both boys and girls equally.
  •  Provide bright but needy girls with bursaries to keep them in school and motivate them to perform better.
  •  Motivate the girl-child by having successful women role models talk to them for inspiration.
  •  Give incentives to the girls such as sanitary towels so as to encourage them be in school
  • v Strengthen the guidance and counseling Department to guide and counsel the girls to keep off issues that may affect their studies and encourage them to be in school and work hard.
  • Accommodating needy bright girls in school who may have problems from their homes of stay.
  •  Benchmark in other well performing schools where girls perform well and have good progression and retention rates.
  •  Develop an elaborate mechanism of monitoring the girl child performance and progression from form 1 to form 4 to help in decision making with regard to the girl-child education
  • v Reward girls who perform better to encourage others to compete favourably with boys
  •  
  • 6.      TO INTEGRATE ICT IN THE TEACHING LEARNING PROCESS TO ENHANCE QUALITY, EFFECIENCY AND EFFECTIVENESS
  •  
  • Strategies:
  • v Sensitize students and staff on the critical role of ICT in enhancing the teaching learning process
  • v To prioritize the usage of ICT in the teaching and learning
  • v To provide training of the administrative, teaching and non-teaching staff in the usage of ICT
  • v Source for well-wishers and sponsors to donate additional computers to the school
  • v Have a computer lab for computer classes
  • v Have computer studies as a KCSE examinable subject in the school and enroll students in the subject
  • v Seek for a qualified computer studies subject teacher from TSC
  • v Ensure that all students have basic computer/ICT skills
  • v Ensure that all students and staff have e-mail addresses
  • v Have the school computers connected to the internet
  • v Set up and maintain an operational Moteiribe Secondary School website which can be accessed by the public
  • v Seek political goodwill and assistance to have electricity in the school to run the computers instead of the unreliable generator power/solar power.
  • v Procure the required software systems to aid in the operations of the school
  • v Continually update the software systems and protection of the computers by contracting qualified personnel
  • v Acquire and install a school information management software system to facilitate controlled data storage and use.
  • v Have all departments ICT linked
  • v Seek assistance from stakeholders to have school connected to electricity supply.7.      TO PURCHASE A SCHOOL BUS.
    Strategies:
  •  Sensitize stakeholders on the need to have a school bus
  • To convene a joint B.O.G/ P.T.A meeting to discuss modalities of raising funds for the project.
  • Hold a funds-drive to raise funds for the project..
  • Seek funding from CDF for the project.
  • Seek funding from well-wishers.
  •  Talk to parents to fund the project through PTA contributions.
  •  Seek help from the county representative to improve the conditions of the roads connecting the school.

IMPLEMENTATION

 

The implementation of this strategic plan will be the responsibility of all stakeholders. However, it will be overseen and monitored by the Principal, the BOG and the PTA.

They will be in-charge of the day-to-day management of the proposed activities.

To implement this strategic plan, Moteiribe secondary school calls for co-operation from stakeholders.

 

MONITORING, EVALUATION AND REPORTING

Monitoring

The Principal and BOG/PTA will ensure that the planned activities are implemented on time and intended results are achieved as expected by carrying out regular monitoring.

The school principal shall at all times maintain a record of activities undertaken, outputs and make remarks on the progress or otherwise for subsequent decision making.

Evaluation

An annual review of the strategic plan will be undertaken by the principal and the BOG/PTA to align emerging needs to the realities on the ground.

A final evaluation will be undertaken at the end of 2017 to evaluate the level of success in the implementation of this strategic plan.

Reporting

Periodic and annual reports will be made available to all stakeholders to keep them informed about the progress in the implementation of the strategic plan as well as solicite for additional support that may be needed.

This will be done by the principal, BOG and PTA.

Conclusion

Good plans are only good if they are put into action. It is with this in mind that Moteiribe secondary school fraternity invites all stakeholders to join hands to assist in the efforts of transforming the institution to be a school of choice in the provision of quality education for quality life, as envisioned in the school vision.

We are convinced that we can achieve all the goals as outlined in this strategic plan with support, commitment and goodwill. This is all we ask from all stakeholders to enable us give the society the kind of youth they will cherish in the future.

We pray that God may give each and every stakeholder. The energy, spirit and the will to work as a team for the realization of our dream

 

                   


 

 

 

 

 

 

 

 

 

 

 

 

                         

 

 

                                                                                   

                                                                       

 

 

 

 

 

 

 

 

 

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GAMES

        

                …

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