Secondary Schools Infrastructure Grants Utilization

REPUBLIC OF KENYA
MINISTRY OF EDUCATION
STATE DEPARTMENT OF BASIC EDUCATION
WORKSHOP
ON INFRASTRUCTURE GRANTS TOWARDS
100% TRANSITION
Educational Infrastructure Capacity

Building 24-27 Apr.2017
Workshop Objectives
The Workshop aims to:
• Expose participants to the GoK & MoE‟s commitments to
100% transition from primary to secondary education;
• Explain Roles & Responsibilities of various implementers;
• Enable BOMs and education officials to understand school
infrastructure management & implementation processes,
specifically:
• School infrastructure committee(SIC) recording procedures
• Acceptable usage of infrastructure grants
• Procurement & financial management(Receiving &
accounting for the grants)

Objectives cont‟d
• Water, Sanitation & hygiene promotion
• Environment & social protection
• Maintenance of school infrastructure
• Preparing school infrastructure
development plan(SIDP)
• BoM & school infrastructure
committee(SIC )reporting procedures
• The main output will be a draft SIDP

GOK/MoE Initiatives
School infrastructure improvement program is
aimed at achieving Kenya‟s Vision 2030
• To create a globally competitive and prosperous
nation with a high quality of life by 2030,
• Aiming to transform Kenya into a newly
industrializing, middle-income country
• Providing a high quality of life to all citizens in a
clean and secure environment.

GOK/MoE Initiatives
• The MoE Vision is to provide a globally
competitive Quality education, Training and
Research for development and enhanced
individual well-being.
T
Q
R
Development &
individual well-being
• We all want a Kenya where our children are

educated in a conducive learning environment
that will help them realize their potential.
GOK/MoE Initiatives cont‟d
This will in turn result in a critical mass
of a human resource base that is well
equipped with quality education and
training.

PUBLIC SEC SCHOOLS ENROLMENT
ENROLMENT TRENDS FROM 2014-2020

PUBLIC SEC. SCHs ENROLMENT
TRENDS
CLASS % 2014 2015 2016 2017 2018 2019 2020
FORM 1 29 608,574 636409 682,865

855,000 923,400 997,272 1,077,059
FORM 2 27 566,603 592519 635,771
650,475 681,518 714,041 748,117
FORM 3 24 503,647 526684 565,129
578,201 605,794 634,704 664,994
FORM 4 20 419,706 438903 470,941 481,833 504,828 528,920 554,161
TOTAL 100 2,098,530 2,194,515 2,354,706 2,567,526 2,717,558 2,876,956 3,046,351
8
Trends cont‟d
•In January 2017 there were 790,680

secondary school places against a population of
952, 472 KCPE candidates in 2016.
•83% transition rate &17% wastage
•This is against the constitutional guarantee of
free and compulsory basic education for all
children.

TRANSITION PROJECTION GRAPH
2014 ONWARDS
1,800,000
1,600,000
1,400,000
1,200,000
KCPE CANDIDATURE
Candidature (Previous year’s candidates)

1,000,000
Number of Places Available
800,000
Linear (Candidature (Previous year’s
candidates))
600,000
Linear ( Number of Places Available)
400,000
200,000
0
2005 2010 2015 2020 2025 2030 2035
YEARS

BARRIERS TO TRANSITION
1. High cost of secondary education participation
2. Inadequate infrastructure 15. Inadequate motivation
3. Dilapidated infrastructure 16. Bullying
occasioned by poor maintenance 17. Inadequate guidance and
culture counselling
4. Unfriendly school environments 18. Prohibitive cultural practices
5. Illegal levies 19. Lack of enforcement of laws on
6. Early marriages out of school children
7. Distances from schools 20. Child pregnancies
8. Poor pedagogical skills
21. Low level of education of
9. Insecurity
parents
10. Poor performance hinders
22. Absence of multiple education
progression to subsequent levels
11.Forced repetition
pathways
12.Child labour
13. Opportunity cost of education

14. Indifferent parental
11
BARRIERS (…cont’d)
• Challenges number 1-10 have been addressed to
some extent. There is need to accord them enhanced
prominence because they contribute to a greater
extent to the low level of transition yet they have a
big bearing on realization of national goals.
• Challenges number 11-20 amongst others are
addressed through various interventions.
• The Ministry is therefore focusing on strategies that
have high returns on investment in a short period of
time.
12
GOK/ MoE Interventions Towards
100% Transition.
• Infrastructure grants
• Laboratory Equipment Grants
• ASAL and Pockets of Poverty grants
• SNE Grants
• PPP e.g. in fighting retrogressive cultural
practices
• Curriculum Reforms
• Enforcement of policies e.g. outlawing of holiday
tuition, caning and forced repetition,

Interventions cont‟d
• Fees Guidelines
• Expansion of infrastructure
• Paying examination fees for all KCPE and KCSE
candidates

LONG-TERM INTERVENTIONS
1. Construction of:
• 15, 200 new classrooms by 2020
• 760 science laboratories by 2018
• 1,520 sanitation facilities by 2020
2. Employ additional 16,000 secondary
school teachers by 2020 to cater for the
extra numbers of students
3. Enhanced capitation grant
4. Mount targeted community mobilization
15
Utilization of 100%Transition
Infrastructure Grants (TIGs)
• MOE disbursed Ksh 5.5 Billion to 2,575
secondary schools across the country
• To be used for infrastructure development directly
related to enhancing transition specifically
classrooms and Laboratories
• Prudent utilization of the funds will be key to the
realization of this objective.
• Schools must follow due process in procurement
and actual implementation of the projects
• This workshop highlights some of the guidelines.

Outline Of The Presentation
 Levels of management
 Roles and responsibilities
 Contract administration
 SIDP
 Other relevant aspects of
infrastructure(NEMA, NCA,
maintenance and water &
sanitation)
Levels of Management
The infrastructure grants(TIGs) will be managed
at 3 levels:-
1. Central Level: MoE HQs;
• Capacity build school managers
• Strategic, coordination & planning role
• Disburse funds to schools
• Provide support & advice to field officers and
Schools
• Approve SIDP
• Monitor, Evaluate & Report on the
Programme
• Periodic Audit.
Regional/ County Level
2. Regional(RCE), County (CDE) /Sub-County Director
of Education(SCDE)
will collaborate, publicworks,water,health,NEMA,
NCA, schools audit and the schools by providing;
• Technical advice & support;
• Supervising ongoing works; &
• Sub-county/County based planning, Monitoring,
Evaluation & Reporting to MoE HQs
• Periodic Audit.

School Level
3. a)BOM
will be responsible for ALL school based;
• Planning;
• Management;
• Implementation;
• Supervision;
• Monitoring;
• Evaluating; &
• Reporting to SCDE/CDE
School Level cont‟d
3 b)The school Community
These include teachers, students & Non-teaching
staff
they supports the BoM by:
• Assisting to prepare SIDP
• Keeping vigilant eyes on the construction process
• Maintaining a vigilant eye on school facilities to
guard against vandalism, destruction and misuse.
• Sensitizing others on good maintenance practices

Roles and Responsibilities
All schools must have a School Infrastructure Committee
(SIC) which is a sub committee of BoM & Composed
of:
• Chair Person elected from BoM (not the
BoM Chair Person).
• Deputy Principal -Secretary,
• Principal -member
• BoM Chair Person-member
• PA Chairperson-member
• One other BoM member
• CDE/SCDE or rep-member (mandatory)
Roles and Responsibilities cont‟d
SIC thro BoM will:
• Prepare & update school infrastructure development
plan (SIDP)
• Recommend type of contract to be used(labour or
full contract)
• Recommend procurement of Building
Materials/equipment as per regulations.
• Oversee Works/manage the project
• Recommend payment in collaboration with PW

RESPONSIBILITIES (cont)
• Prepare Payment Schedules in collaboration
with Public Works for BoM approval
• Maintain records
• Evaluate contractor performance
• Maintain the school facilities &
• Report to BoM every undertaking in the
project implementation

RESPONSIBILITIES - SIC RECORDING
PROCEDURES (cont--)
The SIC MUST open & maintain:
• Minute Book: Records ALL SIC meetings,
attendance, decisions etc.
• Site Register: Records supervisor‟s
observations
• SIC File: Safe-Keep ALL infrastructure
related correspondences: e.g. SIDP, pre-
qualified contractors, contract award
documents, materials supply documents, etc
These MUST be retained at the school & be
available for inspection
• ALL SIDP details,contractor pre-qualification,
How the contractor was identified, award of
contracts
(materials & labour), value of Grants (TIGS),
& other sources of funding etc MUST be
Documented and displayed on the school
notice board (accountability and
transparency).

BoMs‟ responsibilities:
• Ratify SIDP
• Ratify SIC recommendations
• Pay for work done
• Report progress of work to MOE(at all levels-
SCDE/CDE/MOEST)
• Implement GoK policies & guidelines on
infrastructure implementation procedures

Total transparency is paramount in the
implementation of the projects identified by each
school.
• Department of Public Works in collaboration with
MoE at the county level will support the process of
preparing drawings and BQs
• BoM will ensure proper management of the MOE
grant

The following government departments will play a
major role in implementation:
 RCE,
CDE, SCDE, SCQASO, Schools Auditor,
Public Works , Public Health, NEMA and NCA
RCE/CDE/SCDE will coordinate support from the

departments.

Key Functions:
• Technical support to schools when
producing SIDPs, Drawings and BQs
• Approval, Certification and licensing of
works to be undertaken.
• Technical & management support to
schools throughout implementation,
including construction supervision

Specific Tasks:
• Ensure acceptable usage of funds
• Undertake Construction supervision
• Technical assessment of tender documents
• Progress reporting
• Assessment of works and raising payment
certificate (PW)
• Making suggestions for improving procedures.
NOTE: All departments provide support through
RCE/CDE/SCDE in writing– Not direct to school
Acceptable Usage of 100%
Transition Infrastructure
Grants(TIGs)

Usage of 100% TIGs
Primarily all developments must be of high quality
based on permanent methods of construction
that are directly for teaching and learning
related purposes such as;
• New classrooms or renovation of existing
• New toilet facilities or renovation of existing
• New water supply systems or renovation of
existing
• New boarding facilities or renovation of existing

Acceptable TIGs Usage
classrooms
Complete Admin Half Admin

Library Computer lab
Science Labs

Science Labs

Clean Water Provision High

Masonry & Chain Link Fencing, Gate

Multi-purpose
Halls

Hostels

Chairs & Lockers Beds

Sanitary blocks

Septic Tank & Foul
Drainage

Usage of TIGs (cont)
• New book stores or renovation of existing
• New cooking facilities or renovation of existing
• New administration facilities or renovation of existing
• New furniture
• Fencing & gates
• Access ramps etc.
• Alleviating flooding & drainage problems
• Lightning arresters
• Procurement of materials or Labour for any of above
• NB: THE GRANT SHOULD BE USED FOR PROJECTS THAT
DIRECTLY ENHANCE TRANSITION. CONSTRUCTION OF
CLASSROOMS AND LABORATORIES IS THEREFORE
RECOMMENDED. ANY OTHER FACILITY WILL REQUIRE
APPROVAL FROM THE DSE&SP.
PERMANENT REFERS TO……
Any structure with ALL the following
elements:
• Concrete foundations;
• Stones, burned bricks or concrete blocks in
cement mortar walling;
• CGI sheets or tiles on timber
or metal framed roofing

Unacceptable Usage of TIGs
• Any works to extend, improve or renovate
existing semi-permanent or temporary
Infrastructure
• Teacher‟s accommodation(acceptable in ASAL areas)
• Purchase of land
• Landscaping & tree planting
• Office equipment – capital or running cost

Unacceptable Usage of TIGs (cont.)
• Vehicles – capital or running costs

• Main service connection charges
• Payment of service tariffs
• Activities covered by FSE
• Any initiatives that do not appear in the
SIDP or different to original
Request.
• Any initiatives that will lead to incomplete/stalled
projects

SEMI – PERMANENT/TEMPORARY
REFERS TO……
Any structure containing the following
elements:
• No concrete foundations;
• Walls built with either mud, timber or
burnt bricks in mud mortar;
• Roofs built with either grass or „makuti‟covering.

Procurement & Financial Accounting
Procedures for TIGs
(Refer to Contract Administration
notes )

RECEIVING & ACCOUNTING for TIGs
• TIGs transferred direct from MoE into

School Bank Account
• MOE alerts school on value of TIGs
• BoM issues MoE with receipt for TIGs
• TIG can only be used to implement BOM approved project(s )
• SIC to layout proposed project(s)
• On completion of works, DPW issues practical
completion certificate.

RECEIVING & ACCOUNTING for TIGs (cont)
• SIC authorises & BoM makes final payment to

contractor holding 10% retention –to be Paid after 6
months if no defects are seen or defects are
corrected
• BoM & SIC reconcile accounts & reports to MOE
thro CDE
• School records Audited annually by CDE

PROCURING CONTRACTORS & MATERIALS
• SIC defines Scope of Work & Specifications

• SIC invites bid submissions
• In collaboration with DPW & BoM, SIC evaluates submissions
& BoM awards contract
• In collaboration with DPW, SIC supervises ongoing works
• In collaboration with DPW, SIC authorises & BoM makes
interim payments
• SIC keeps cumulative records of all works
• BoM regularly reports to MOE through CDE

PROCURING CONTRACTORS & MATERIALS
(cont)
• SIC will be assisted by County level depts. to manage the
contracting processes
• SIC will retain 5% of contract
Value (except for labour contracts) for 6 months – If no defects
with project full payment is made.

Other relevant aspects of school
infrastructure
• Water & sanitation
• Environmental & Social Impact of Construction Activities
• How to Manage & Implement a Maintenance System

WHY WATER & SANITATION?
• UNICEF estimates that 1.5 million children across the
world die each year from water & sanitation related
diseases.
• UNDP 05 HRD Report estimates Kenya LOSES $1
Billion Every Year
• Improved health hygiene practices are essential if
such figures are to be reduced
• Schools have a major role to play
• There are 2 basic requirements to promote health
hygiene on the school compound, hardware & software

WHAT CAN THE SCHOOL DO?
• HARDWARE is the physical water &
sanitation systems
• SOFTWARE is the teaching & learning
processes (attitudes)
• One without the other will not suffice
• SIC must give serious consideration to
improving & maintaining the hardware – BoM
must ensure the learning & teaching
Elements.

SOFTWARE
• Attitudes & behaviour
• Everybody has a responsibility
• Ensure that Wat-San Facilities are
built, used & maintained correctly
• First step to hygiene promotion
• Hand-Washing with soap is all important

SOFTWARE (cont)
• School buildings & compounds must be
kept clean
• ALL solid waste to be carefully disposed
• Food preparation areas must be
scrubbed with clean water on a daily basis
• Food storage areas to be clean and
protected from rodents & pests

HARDWARE
• Ensure adequate hygiene promotion
hardware is included in the SIDP
• Toilets, water supply, hand washing facilities &
waste disposal systems
• All must be of high quality & easy to maintain
• Adequate number of toilets
• Access to continual clean water supply
• All water points to be properly protected &
drained

HARDWARE (cont)
Day Schools require a minimum;
• Girls = 25 - 1cubicle
• Boys = 30 - 1cubicle
• Urinals = 50 - 1 metre of wall
• Teachers = Minimum of 1 cubicle per gender
• Non Teaching Staff = 1 cubicle per gender
• At least 1 special disabled cubicle for each
gender (students & staff)

HARDWARE (cont)
Boarding Schools require a minimum;
• Girls = 15 – 1 cubicle
• Boys = 30 – 1 cubicle
• Urinals = 50 - 1 metre of wall
• Teachers = Minimum of 1 cubicle per gender
• Non teaching staff = Minimum of 1 cubicle per
gender
• At least 1 special /disabled cubicle for each
gender (students & staff)

HOW MUCH WATER?
• A clean supply of water is crucial for
general health purposes & Hygiene
Promotion, but most supply systems are
expensive to provide & maintain. However,
SIC must try to ensure an adequate
supply for the students & staff
• International Minimum Standards = Day
School – 5 litres & 15 litres for boarding(per student per day)

Water & sanitation cont‟d
• Water, sanitation & hygiene promotion
are important components of a modern
education system
• It is expensive but it‟s highly important
for the SIDP to address the situation in
its entirety

Environmental & Social Impact of
Construction Activities

Environmental Impacts
• The construction industry is generally
environmentally destructive
• It is estimated that 50% natural resources taken from
nature are construction related; 50% waste
generated is construction related; & 40% of energy is
used to manufacture
construction materials.

Environmental Impact (cont)
• Construction of One Classroom will have
minimal impact, however, the many construction works
planned to be undertaken in this programme will
definitely have a negative impact on the environment if
not properly mitigated.
• Therefore, everybody involved has a role to play in
protecting the environment
• NEMA will give guidance

Social Impact
Social impact of construction activities

can be equally devastating on the local
Community.
• Pollution
• Disease

Construction Activities
Immediate environmental & social
concerns:
• Use of natural resource materials
• Construction waste disposal
• Spread of diseases – malaria, TB;HIV/AIDs etc
• Negative influences/habits

Specific School Compound Effects
• Availability of functioning & maintained
toilets
• Improper solid waste disposal systems
• Inadequate management of waste water
• Security risks for the school community
• Health & safety for students & staff
• Indoor air pollution
BoM & SIC to plan & manage ALL
Infrastructure to minimise the above

Environmental & Social Impact Protection
Plan(ESIPP)
• SIDP MUST contain a ESIPP
• ESIPP to consider all potential E & S negative
impact & detail how the school will plan to
manage them.

How to Manage & Implement a
Maintenance System

WHY MAINTENANCE
Maintenance is important as it;
• Safe guards & prolongs the investment
• Provides a safe & hygienic environment
for the teaching – learning activities
General Policy Statement: “Maintenance
enhances productivity, hence, the overall
quality of the environment impacts on the
productivity of the teacher & learner”

WHAT IS MAINTENANCE
Maintenance is a daily activity to clean
or repair infrastructure & its surroundings to acceptable
standards which will be determined by:
• Statutory Requirements (Public Health etc)
• Social Status (Pride of Place)
• Type of User (Education, Medical etc)
• Budget constraints (Priority given to the
activity)

TYPES of MAINTENANCE
• Preventive: Routine tasks carried out to
ensure safety & hygiene, inspecting, cleaning,
minor adjustments. Regular activity through the
year
• Planned: Cyclical repairing or replacing
Building elements, furniture or equipment
• Emergency: Responds to unexpected failures
in the infrastructure, wind damage etc

REASONS for MAINTENANCE
There are several factors that determine
maintenance needs;
• Exposure to weather & insect attack
• Age
• Poor design & build quality
• Material specifications
• Knowledge & experience of management
• Quality of previous maintenance

MAINTENANCE MANAGEMENT
Maintenance activities must be managed by
the SIC to ensure;
• The annual cost is manageable
• That all capital investments are protected
• An acceptable environment for teaching &
learning
• Individual responsibility, authority &
accountability
• Means of effective evaluation
• Appoint Special Maintenance Teacher

Challenges
• Levels of resource allocations
• Complexity of accounting procedures
• Maintaining a cash flow through the
year
• Timing of the works programme
• Market price fluctuations

ORGANISING MAINTEINANCE
Step 1: What does the school have?
Step 2: What condition is it in?
• A = Excellent, only cleaning required
• B = Acceptable, minor repairs required
• C = Poor, major repairs or replacement
required
• D = Dangerous or Unacceptable, requires major
repairs or total replacement

ORGANISING MAINTENANCE(cont)
It is desirable that ALL school infrastructure elements
be in the A or B categories.
Step 3: Prioritisation
• Condition
• Action – Quantity – Expenditure
• Risk of leaving repairs
• Relative importance of element

ORGANISING MAINTENANCE (cont)
Step 4: Implementing
• Many basic maintenance tasks can be
carried out with minimal funds, cleaning
etc can be organised through the FDSE(RMI)
• Fundis or contractors employed to carry
out technically complex works must be
drawn from the pre-qualified list

ORGANISING MAINTENANCE (cont)
Step 5: Monitoring & Evaluation
• BoM & SIC to manage ongoing works.
value for money & quality of finished
works assured
Step 6: Recording Maintenance
• Important: ALL works recorded
with overall costs noted, helps in future
planning

RESPONSIBILITY
• Maintenance is the responsibility of the
entire community, teaching staff, parents
& students . Every person making use of the facility
must be educated to properly use it & to promptly
report any problems to the BoM or SIC.

The School Infrastructure Development Plan
(SIDP)

WHY SIDP
The SIDP is important because it:
• Focuses BoM & SIC attention on
infrastructure deficiencies
• Enables ALL stakeholders to participate
• Identifies where community participation can
be best directed
• Identifies areas where SIC will require
technical assistance
• Provides a reporting mechanism

HOW WILL THE BoM & SIC PREPARE THE SIDP
The SIDP MUST contain information on the following:

• List of everyone involved in preparing the SIDP
• # of Students, teachers & Support staff etc
• Plan of the entire school compound (with
photographs)
• Detailed inventory of existing school infrastructure &
its condition
• List of infrastructure needs
• Work plan

STEP 1. PREPARING the SIDP
• Establish the team that will prepare the
SIDP (BoM & SIC)
• Establish land ownership, obtain legal
title documentation
• Identify the necessary approvals the
school will require before TIG can be
accessed

STEP 2. ASSESS WHAT YOU HAVE
SIDP MUST contain accurate information on
existing infrastructure, what, condition,
adequacy etc
• Sketch plan (with photographs) of compound
& its surroundings detailing:
• Existing infrastructure layout
• Location of any planned new infrastructure
• Compound boundaries with dimensions
• All access points
• Approximate compound size (hectares)

STEP 2. (cont)
• Service access points, electricity, water etc
• Any slopes with approximate gradients
• Soil types & conditions
• Orientation, sun, direction of prevailing wind
• Existing vegetation
• External elements, natural or man made, that
could pose danger to students

STEP 3. DETERMINING NEEDS
• Determine immediate & future
infrastructure needs according to
projected enrolments, NOT existing
resources
• Different stakeholders will have
different requirements, hence, it‟s
important to involve ALL sectors of the
community in the planning process

STEP 4. PRIORITISATION
• Needs vs Resources
• SIDP to indicate ALL that is required
irrespective of funds availability.
• Use SIDP to seek support from other
sources for other requirements
• Ensure that the TIG is adequate to complete
the facilities that have been identified(avoid
projects that will stall)

STEP 5. ACTION PLANNING
Make intentions actionable by:
• Allocating individual or group responsibilities
• Indicate time lines
• Indicate how work will be implemented, contracted etc.
• Indicate Estimated costs
• This will be the detailed Annual Work Plan

STEP 6. APPROVING the SIDP
Prior to MOE approval, BoM & SIC must share

SIDP & Work Plan with all school based
stakeholders to:
• Gain feedback
• Reinforce ownership & commitments
• Ensure a clear mandate for implementation of
the plan

STEP 6. APPROVING the SIDP (Cont)
• Send to MOE for technical Approval
• SIMU approves commencement of usage of grants.
• Implementation, Monitoring, Evaluation & Reporting

FORMAT of SIDP
MOE has developed forms that the BoM & SIC

may use when developing their SIDP & Work
Plans.

Reporting

Reporting
• Use of public funds must be accurately
reported
• Quarterly progress reports
• Send completion report to MoE/SIMU

with supporting photographs

NEXT STEPS
• Organise stakeholder meeting to share expectations &

explain all aspects of MoE‟s Grant
• Prepare the SIDP
• BoM approves if it meets standard requirement and
school needs
• Submit docs to MoE through the respective CDE within a
set deadline
• MoE to approve/respond within a set deadline
• SIC commences implementation of the
Approved SIDP & documents following every step

NEXT STEPS (cont)
• CDE/SCDE/DPW available for administrative
& technical support
• DPW supervises projects
• BoM & SIC supervises the project
• BoM & SIC reports to MoE thro CDE
• CDE to audit the TIGs

Lessons Learnt
• Case studies from a few participants

• MoE

CONCLUSION
• Ensure transparency and accountability in the
use of the public funds(TIG)
• The projects put up using the MOE funds
should reflect VALUE FOR MONEY &
QUALITY

END


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REPUBLIC OF KENYA

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

• We all want a Kenya where our children are

Educational Infrastructure Capacity

ENROLMENT TRENDS FROM 2014-2020

Educational Infrastructure Capacity

FORM 1 29 608,574 636409 682,865

TOTAL 100 2,098,530 2,194,515 2,354,706 2,567,526 2,717,558 2,876,956 3,046,351

•In January 2017 there were 790,680

Educational Infrastructure Capacity

Candidature (Previous year’s candidates)

Educational Infrastructure Capacity

13. Opportunity cost of education

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

RCE/CDE/SCDE will coordinate support from the

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

• Vehicles – capital or running costs

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

• TIGs transferred direct from MoE into

Educational Infrastructure Capacity

• SIC authorises & BoM makes final payment to

Educational Infrastructure Capacity

• SIC defines Scope of Work & Specifications

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity

Educational Infrastructure Capacity