Lornah Kiplagat Sports Academy

Transcription

2009
PAGE OF CONTENTS
INTRODUCTION.....................................................................................................................................4
1.EXECUTIVE SUMMARY........................................................................................................................5
2.ACADEMY ANALYSIS...........................................................................................................................7
2.1 VISION.....................................................................................................................................................7
2.2 MISSION ..................................................................................................................................................7
2.3 VALUES....................................................................................................................................................7
2.4 UNIQUE QUALIFICATIONS................................................................................................................................8
3.ENVIRONMENTAL ANALYSIS ...............................................................................................................9
3.1 GENERAL FACTS ABOUT KENYA.........................................................................................................................9
3.2 POTENTIAL STUDENTS..................................................................................................................................10
3.3 CASE EXAMINATION.....................................................................................................................................13
4.STUDENTS PROFILE...........................................................................................................................17
5.DESCRIPTION LORNAH KIPLAGAT SPORTS ACADEMY.........................................................................19
5.1 LOCATION...............................................................................................................................................19
5.2 ACADEMICS .............................................................................................................................................19
5.3 SPORTS..................................................................................................................................................20
5.4 SUSTAINABILITY.........................................................................................................................................20
5.5 PARTNERSHIPS..........................................................................................................................................20
5.6 ARCHITECTURAL FEATURES.............................................................................................................................21
5.7ATTRACTING STUDENTS AND TEACHERS................................................................................................................25
5.8 COSTS FOR THE STUDENTS ............................................................................................................................26
5.9 PERSONNEL..............................................................................................................................................27
6.OPERATIONAL PLAN .........................................................................................................................28
6.1SHORT-TERM PROCESSES ...............................................................................................................................28
6.2BUSINESS MILESTONES.................................................................................................................................30
7.CONTINUITY .....................................................................................................................................31
7.1 HIGH QUALITY..........................................................................................................................................31
7.2 DISCIPLINE ..............................................................................................................................................32
7.3 FOLLOWING STEPS.....................................................................................................................................33
7.4 CORRUPTION AND FRAUD .............................................................................................................................33
8.MANAGEMENT TEAM.......................................................................................................................35
9.RESOURCE REQUIREMENTS...............................................................................................................38
9.1 ENERGY, WATER AND FOOD RECOURSES..............................................................................................................38
9.2 EQUIPMENT & MATERIALS............................................................................................................................41
10. REGULATIONS AND REQUIREMENTS ..............................................................................................44
10.1 START A SCHOOL.....................................................................................................................................44
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10.2 CLASSES...............................................................................................................................................44
10.3 BOOKS.................................................................................................................................................45
11. INCOME.........................................................................................................................................46
11.1INCOME FOR INVESTMENT ............................................................................................................................46
11.2INCOME TO MAINTAIN ................................................................................................................................46
12. FINANCIAL SUMMARY....................................................................................................................48
APPENDIX A GENERAL FACTS ABOUT KENYA.......................................................................................49
APPENDIX B ABOUT THE AUTHORS......................................................................................................55
APPENDIX C BIBLIOGRAPHY ...............................................................................................................57
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Introduction
"Yesterday a dream, today a plan, tomorrow a reality.
I started running in 1995 at a time when it was very hard for a woman to reach the top. For men
it was fairly easy, but women had to overcome many obstacles. Society in Africa was, and still is,
mostly male dominated.
Then, when the opportunity came, I felt the need to help young women. In 1997 I bought a
piece of land with my first prize money and in 1998 the construction of the training centre
started. The idea was to offer talented girls the opportunity to train and live under the most
ideal circumstances. This opportunity was meant for the girls who had finished primary school.
Since that day, many girls have found the way to the top through the High Altitude Trainings
Centre, some of them through sport and some of them academically.
After a while, we noticed that our effort did not have enough impact. Still far too many girls
were unable to attend primary school because they did not have the financial resources. I began
supporting some of these girls financially, and started sending them to boarding schools. This is
how Kensap was established.. Kensap sends students with the best results to universities in the
USA, financed by a sport scholarship. At this moment, 42 students are in the USA through
Kensap and the next group of 14 students will be leaving for the USA in August.
In 2000, we established the Lornah Kiplagat Foundation, which is mainly focused on education.
At that point, we came up with the idea of starting a school for unprivileged girls in combination
with sport. The boarding school would be of a high of quality and serve as an example for the
whole of Africa – a concept that hopefully will be copied by other organizations.
This concept will be the next step in establishing the Lornah Kiplagat Sports Academy – a school
for unprivileged girls – for study and sports and a place where they can live under the most ideal
conditions.
The only thing we need right now is financial support. Support from the Dutch government,
support from the business sector and support from the Academic sector, to make yesterday’s
dream and today’s plan become a reality tomorrow” – Lornah Kiplagat.
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1. Executive Summary
The ‘Lornah Kiplagat Sports Academy’ is an initiative of the ‘Lornah Kiplagat Foundation’. The
foundation has already been operating successfully for eight years. The new initiative for the
sports academy has been in Lornah’s mind for several years, and has now reached its first stage
of realization.
The Academy will be a secondary boarding school with its chief focus on sport. The location will
be in Iten, Kenya. Iten is a small village with approximately 4,000 inhabitants. Fifty percent of
the Kenyan population lives below poverty line.
Girls aged 12 to 18 will be the target group of the Academy. A mere 41.8 percent of this group
gets the chance to attend secondary school. This leaves a gap of 1,489,338 girls who do not get
the chance to obtain education. Seventy percent of the girls at the Academy will be unprivileged
girls who will not pay fees. Thirty percent of the students will pay an annual fee to participate in
the social and educational program of the Academy. This fee will cover all costs for the nonpaying students. There will be no discrimination between paying, non-paying students, different
tribes, or demographic situation. The Academy believes that everyone needs to get equal
opportunities for education. A national boarding school has the advantage that the care for the
student does not stop after classes, but continues for the 24 hours of a day. For the national
aspect of the school, the legal government stimulates that the students have to come from
every province in Kenya.
A stimulating learning environment and atmosphere will be created to make sure the students
can focus optimally on education and sport. By providing excellent sport facilities, the girls will
get the opportunity to work on their talent. In the end this can result in a career in top sport or a
sport scholarship to a university. To maintain the atmosphere on campus, several values will be
kept in mind. These values are: passion, high quality, accountability, equality, supportive,
sincerity, diplomacy, and creativity. Besides these values it is important to maintain a high level
of discipline among the students, teachers and other staff members. Discipline can be
maintained through a contract between the Academy and the other parties mentioned.
The Academy wants to differentiate itself from others through several unique qualifications.
First of all a high percentage of girls will gain free education together with a high focus on sport.
Smaller classes, being internationally orientated, having an own educational approach, high
quality ICT and being environmentally concerned, are among the qualifications the Academy will
be proud to maintain.
As mentioned, the Academy will focus on developing its own educational approach. At the end
of their four-year studies the students will be tested through the ‘Kenyan Certificate of
Secondary Education’. The system of four forms will each consist of 11 compulsory subjects. ICT
classes will provide students with the ability to familiarize themselves with global
communication. This will help the students while studying at a university and the Academy by
creating partnerships with other schools abroad.
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To maintain a high level of education a strict selection procedure will be implemented for both
students and staff. Students enrolling for the Academy will be screened on the results of their
primary school. Other important issues are motivation and their talent for sport. There will be a
variety of sports offered at the Academy. The same requirements will have to be met by both
paying as non-paying students. Students will be stimulated to put their theoretical knowledge
into practice inside and outside the classes.
Girls that enroll will have different needs. One of the basic needs is a chance of a better future.
This includes the dream to provide their family and prospective children with a good future. The
students can achieve this by finishing secondary school with sufficient grades that allow them to
participate in a university program. A talent for sport can provide them with a sport scholarship.
Other needs for some students will be food, water and housing.
A good reputation is important to attract students. In the beginning, the Academy will have to
earn its reputation. Free publicity, word of mouth and other promotional activities are of the
utmost importance.
Besides the educational concept, the Academy aims at being as environmental friendly as is
effective and at being totally self-sustaining in food and water. Being environmental friendly will
be realized by using water holes, rainwater, biogas and solar panels.
There will be a farm whose main objective is to produce enough food to feed the population of
the Academy, and will consist of livestock and crops. Having an own farm will cut costs and will
ensure that the students will stay healthy through good nutrition. Apart from this, the students
will be able to learn about nature and food. And, the surplus can be sold and the proceeds used
as an extra income.
The school will include computer labs, science and biology labs, music rooms and a library.
Besides the school building and farm the Academy will include student and staff houses and
excellent sport facilities.
The management team of the Academy will oversee all activities at the school, supervised by a
board of governors. The principal will be a woman; the advantage being that a woman has the
natural capacities to understand the needs and wants of girls. The principal will have the direct
supervision over the whole Academy and will also fulfill the role of a teacher, which will enhance
communication.
The concept of the Academy as described above must be executed well. Collaboration with the
University of Applied Sciences in Utrecht (HU) will result in continuation of the project divided
over different faculties. The ‘Lornah Kiplagat Sports Academy’ will be transparent in all activities
involved to provide opportunities and enrichment for organizations that share the same
obligation aimed at making education accessible for every child.
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2. Academy Analysis
2.1 Vision
Our vision is to give young talented girls the opportunity to combine sports and education at the
highest level.
2.2 Mission
The mission of the Academy is to provide a stimulating and caring learning environment with a
focus on sports, which gives students who are selected from all over Kenya the opportunity to
recognize and maximize their full potential. All of this by achieving the highest levels of ethic
behavior, with the focus on creating a positive employee morale and giving students the full
attention they need. We believe that our first responsibility is to the students, parents,
caretakers, teachers, employees, and all others involved.
2.3
Values
The Lornah Kiplagat Sports Academy will implement its mission through the following values:
Passion – Committed in heart, mind and body
High Quality – We want to achieve the highest level of excellence
Accountability – We are a reliable partner
Equality – No differences are made
Supportive – Willing to help
Sincerity – Open and genuine
Diplomacy – Every opinion counts
Creativity – Stimulate creative thinking
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2.4 Unique Qualifications
Free Education
At the Lornah Kiplagat Sports Academy, 70 percent of the students will be girls who are unable
to pay tuition fees. The Academy will provide these girls with free education.
Sport focus
The Academy will have all the sport facilities required to provide an optimal setting to develop
the student’s talent for sport. This will create the opportunity to obtain a sport scholarship
through their talent.
Smaller Classes
Smaller classes will provide the students with more personal attention and guidance. The class
sizes will range between 25 and 30 girls, which will result in more interaction between the
students and teachers, more feedback and better results. The students will thus require less
time to study and will have more time to spend on sports. The Academy will devote more time
on applying the studied material to practice and on better developing and preparing the
students for their future career.
Internationally orientated
The Academy will be internationally orientated, preparing the students for western standards by
connecting them to other schools abroad, and through discussions on international issues.
Educational approach
Besides stimulating students to perform well on an academic level, the Academy will also
stimulate its students to develop creative and practical thinking.
ICT
Believing that ICT is a key element to keep up and connect with the rest of the world, the
Academy will provide good communication with other schools worldwide and will prepare the
students to work with ICT.
Environment concerned
The Academy will pay attention to the surrounding environment and arouse awareness among
the students. Natural energy sources will be used to build a sustainable Academy that fits in with
the environment and is also easy to maintain.
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3. Environmental Analysis
3.1 General Facts about Kenya
Kenya is a republic that became independent from Great
Britain in 1963. It lies across the equator on the east coast of
Iten
Africa. Iten, the village where the Academy will be located,
Nairobi
lies in the Keiyo District in the Rift Valley Province.i Iten is a
ii
small village with approximately 4,000 inhabitants , about 30
kilometers from Eldoret, Kenya’s fifth largest city. Iten lies at
2,400 meters above sea level and the temperatures vary from
15°C to 24°C. On average, the rainfall during rainy season (April to June and October to
November) is 1,500 mm per annum.iii
The Kenyan population is estimated at 39 million people. Kenya consists of several ethnic
groups, which sometimes leads to tension between the groups. The ethnic and political unrest in
February 2008 after the elections in Kenya is a good example of this.
Primary education starts at the age of six and lasts for eight years. After primary school the
secondary education program is aimed at: meeting the needs of students that move on to
higher education; and students that end their education after secondary school. Secondary
school is intended for students between 14 and 18 years old. After finishing secondary school
there are post secondary schools for learning a trade like carpentry and construction. The other
option is to go to university.
The most important economic facts listed (according to CIA, The World Factbook)iv
•
•
•
•
•
•
GPD per capita: $1,600 (2008 est.)
Unemployment rate: 40 % (2008 est.)
Population below poverty line of $1.08 per day: 50 % (2008 est.)
Exchange rate 1US$ = 81.18Ksh
Exchange rate 1EUR = 115.06Ksh
Inflation rate (consumer prices): 25.5 % (2008 est.)
In October 2006 the Kenyan government launched a plan focusing on transforming national
development, Vision 2030. With this plan the government wants to stimulate durable economic
development and transform Kenya into an efficient modern democracy.
The Internet sector in Kenya is currently booming. At the end of June 2009 one of three
undersea fiber optic cables will link East Africa (including Iten) to the rest of the world. v This
development will make visual education possible and will create good possibilities for economic
development.
Water scarcity is a major issue in Kenya. Harvesting rainwater in tanks, artificial lakes and
boreholes are very useful systems to tackle the scarcity of water. Also an issue in Kenya is water
pollution and must be taken into account. It can have an effect on the quality of groundwater. vivii
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More general facts about Kenya can be found in Appendix A.
3.2 Potential students
Target Group size
Of the 39 million inhabitants in Kenya, a total of 5,140,000 are in the secondary school age
group, 2,559,000 of whom are girls. The entrance age for secondary school is 12 years,
graduation age being normally 18 years.
Although primary education is ‘free’ in Kenya, the enrolment rate for girls is only 76.1 percent.
Most parents still cannot afford the cost of transport, books, uniforms, supplies, or meals. If the
students have the privilege of attending primary school, a mere 41.8 percent of girls get the
chance to attend secondary school each year.
This leaves a gap of 58.2 percent or 1,489,338 girls who do not get the chance – due to several
reasons – to obtain secondary education. The Academy is targeting the girls not able to attend
due to financial reasons. The Academy will provide free education for a maximum of 240 girls
from around the country.
Student Needs
“I learned more in five minutes at ‘Starahe Secondary School’ in Kenya than I could ever read,
hear, or learn back in my own country. Every student has her own story and background – the
one more striking than the other. They all look at the bright side of life and are so motivated!.” –
Tom van Ekerschot, student.
There are several reasons why there is a need for a national secondary girls academy combined
with boarding and extensive sports facilities:
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Secondary school
The Kenyan government is offering free primary education for the whole country. This makes
the percentage of children attaining primary school higher than before. A lot of students who
attained primary school cannot afford to pay for secondary school education. It means that over
45 percent of the children in the secondary school age group do not attend school.
Moreover, when girls go to secondary school they are at an age where they can be easily
influenced and developed. During this period they can shape their own future.
Girls
So why a girls school and not a boys or mixed school? The costs for a secondary school do not
stop with paying school fees. Families have to buy uniforms, books, and supplies. They also have
to do without the income of a child who might otherwise be working. The families need to make
tough decisions about how to use their scarce resources. Practice shows that it is the boys who
are sent to school, while the girls are kept home to go and work.
The impact on the family and even the community can be huge when providing education to
girls:
- For every year that a girl remains in school, her wages increase by 20 percent.
- A child whose mother had attended five years of school has a 40 percent lower mortality
risk.
- For every two years that a girl stays in school, the children she raises stay in school
another year.
- Girls are the future mothers and will pass on their knowledge to their childrenviii
“I think that immense problems in Kenya can be tackled by education. Education is the key to
success. Participation of girls is essential. If girls are studying, they will get more independent.
I hope that the girls will find good jobs and in this way can do something back for the
community.” - Lornah Kiplagat
National
The Academy believes that every girl, regardless from which tribe or demographic situation,
needs to get the same chance for education as everyone else. A national school is obligated to
have students equally divided from every province in the country. This is in line with the
Academy’s vision.
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Boardingix
The Academy believes that a boarding school has several advantages over and above a day
school. Both schools are effective in providing education, however, the care for a student in a
day school stops at the end of the day. Advantages of a boarding school:
- Close connection and communication between the students and the academy members
24 hours a day. A good relationship will be established among the students and between
the students and the teachers.
- A boarding school provides stability that is not present in most families.
- The students learn to look at their own behavior and become more independent.
- The students are in a motivating environment and surrounded by people who have the
same goal.
- It is easier to focus on education and sports.
- A lot of different tribes come together, and this will broaden the vision of the students.
These advantages can lead to better results for the students and a wonderful time at the
Academy. However it will be hard for some students to be away from home for such a long time.
In this case there will be staff members to talk with to help the students tackle this problem.
Sport
Girls in Kenya often do not have the opportunity to develop their talent for sport. They usually
end up working in the household and often have to earn money for their family. The Academy
believes that by providing excellent sports facilities, the girls get the opportunity to explore and
develop their talent for sport. This can result in a career in top sport or a sport scholarship from
a university.
It is also a possibility that students will be kept away from studying at a national secondary girls’
academy. Reasons for students with a talent for sport not to study at the Academy can be:
-
Holdback from their parents or caretakers because they are already competing in
top-level championships or they need to work to earn money for their family;
They have their own coach that they would like to maintain, which can make a day
school or a school in the direct environment more attractive;
The girl is already self-sustaining.
In some cases the Academy makes the effort to convince the parents or caretakers of the need
for education.
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3.3 Case examination
There are three different types of schools in Kenya. These are national, provincial, and regional
schools. This can be subdivided into private and community schools. The government sets
different regulations for the various types of schools. Fees for private schools are fully
accountable to the student, while the government gives subsidies for community schools. The
subsidies are given in different ways, such as money per child and free teachers.
Most of the time, the national schools have the students with the best results from the whole of
Kenya. Provincial schools get the best students from the province, and the regional schools get
the students from the region. The students with the best results mainly choose to go to a
national school because the quality of education is higher.
The case examination will outline the most important fellow schools across the country. These
schools are grouped into prospective students and teachers and further subdivided into primary
and secondary schools. The aspects considered are:
- What other schools can a prospective student choose from?
- What other schools can a teacher choose from?
In analyzing the fellow schools there is mainly looked at the needs of those described.
Students
Non-paying students
x
Kenya has around 4,300 secondary schools throughout the country. Only a few of them offer
free education for unprivileged girls. Comparable schools for the 70 percent of non-paying
students are the boarding schools that offer this free education. Most of these schools that offer
free education offer some kind of sport facilities but do not focus on it. Most of these students
will not be able to compete in national and/or international championships, the latter because
these students do not have the money or support to go to these competitions.
Directly related
Some of the most important comparable schools are:
• Starehe Secondary Girls’ Centre, Nairobi
A four-year-old secondary national boarding school for 320 unprivileged students who past
primary school above average. The school grounds consist of 51 acres, 20 acres of which is
forest. There are separate buildings for sleeping (4 students each room), studying, classes (40
students per class), and administration. Most of the buildings are well maintained, light, and
open.
Students are very disciplined and achieve above average results. Most of them manage to study
further at a university. Irrigation water comes from the lake and the national network provides
electricity. Income is created by selling vegetables, honey, and fund-raising events. There are no
sport facilities and there is no main building.
Main competitive differentiation: Students partly self-managing.
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• SOS Secondary School, Eldoret
SOS Children is an organization that builds schools, medical centers, and children’s
villages, as well as organizes events like the AIDS orphan community programs. The SOS
secondary school in Eldoret opened in 1989. The buildings are well maintained. Children
clean the dorms and classrooms themselves. The schools have both paying and nonpaying students, although the idea is to educate some of the poorest children in the
world to escape povertyxi
Main competitive differentiation: A large network of contacts because the SOS schools
are all over the world.
• Alliance Girls’ High School, Kikuyu
Alliance has 50 acres of land, of which 8 acres is reserved for agriculture. The school has
800 girls including around 8 percent who cannot afford the fees. It is public national
boarding school built in 1948. The school uses teachers from the government. The
students attain the best results in Kenya, which makes Alliance one of the top schools in
Kenya with a good reputation. The school also organizes exchange programs with
foreign
schools.
Main competitive differentiation: Exchange programs with foreign schools.
Comparable advantage
The Academy has several advantages compared to other secondary schools that offer tuitionfree education. One of the most important advantages is that the Academy offers high-quality
education in combination with intensive sport coaching for the students. Some schools have
students who have a talent for sport but do not have the facilities or assistance from
professionals to coach them seriously. Developing their talent for sport will give them more
opportunity to gain a scholarship to a university.
The Academy focuses on sustaining discipline throughout their school career and beyond. High
discipline in combination with a good physical condition will improve the results of the students.
Besides sports and education the Academy will give special attention to creativity of the student
herself to stimulate self-development.
A huge effort goes towards e-learning. Every student will have the opportunity and training to
use a computer. Because there will be a connection with the Internet they will be able to do
projects with students from other universities all over the world. This will open up the world to
them and the student will get to know different insights, cultures, and news from abroad. It will
help them in the future when looking for a job or while doing business with other countries. The
combination of the large focus on e-learning together with providing free Internet is a unique
point of the Academy.
Many of the direct competitors rely totally on electricity of the national net and some are partly
self-sufficient. The Academy will be self-sufficient as much as is effective; this in combination
with being environmental friendly as far as possible in all processes.
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Besides the international competitive advantages, the Academy will have a good start by using a
recognizable name. The Academy will be connected to the successful High Altitude Trainings
Centre in Iten and to the well-known athlete Lornah Kiplagat.
Paying students
Paying students have a lot of other choices where they can fulfill their need for education. There
are numerous paid secondary schools, 15 of which are international schools. The advantage is
that these schools focus mainly on preparing the students for a study abroad. There is a large
variety in quality and tuition fees at the different schools.
Directly related
The high quality schools that are an example for the Academy are:
• Brookhouse International School, Nairobi
Brookhouse School is a private boarding school set up by the British and has a British education
system. The school has a reputation of being among the best schools in Kenya. This means that
they do not use the common Kenyan examination system of the ‘Kenyan Certificate of
Secondary Education’ because other international universities do not directly recognize this
system. The school teaches students from two to 20 years old and functions as kindergarten,
primary school and secondary school. It has over 600 students of all nationalities and is very
internationally based. Almost all students who choose the Brookhouse School are keen on going
to an international university. Students come from rich families like expats and ministers.
Main competitive differentiation: High income, money for investments.
• Alliance Girls’ High School, Kikuyu
As mentioned before, Alliance has both paying as well as non-paying students; mainly paying
students but they support some students that cannot afford to pay tuition fees. All students
wear a school uniform in and outside classes and in this way there is no visible difference
between the rich and the poor.
Main competitive differentiation: Exchange programs with foreign schools.
Comparable advantage
The focus of the Academy will be mainly on developing the talent of the student by offering
closer assistance and teaching in smaller groups, which will result in higher quality standards.
There will be more attention on an international level by providing more knowledge of the
world, and a focus on sports. The Academy will provide the opportunity to study abroad on a
study or sport scholarship.
Special attention will be paid to creativity of the student herself to stimulate self-employment
and development.
The Academy already has a recognizable name; it will be connected to the successful High
Altitude Trainings Centre and to the well-known athlete Lornah Kiplagat.
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Teachers
When looking for a place to work, teachers mainly pay attention to the salary they can get and
the reputation of the school. The higher the salary and the better the reputation of the school,
the more status they get. Besides this, teachers also take into account whether they get housing
for themselves and their family at the schools. This can be a big advantage for the teachers, for
example when they live in Nairobi, because they can move into a house straight away. It also
can be an advantage if they can bring their family.
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4. Students profile
Student identification and definition
The Lornah Kiplagat Sports Academy is going to be a national girls’ school. The students will have
successfully passed primary school and have a talent for sports.
Approximately 30 percent of the students at the Academy will be fee-paying students. The other
70 percent of the students will be unprivileged, non-paying students, who themselves, their
guardians, or members of their extended family are unable to pay tuition fees for an ordinary
secondary school.
Students selected for the Academy will have to be intelligent, measured by their primary school
results. Another important point is motivation. In this way the Academy is targeting the toplevel girls in Kenya. Furthermore the students will need to have a talent for one of the large
varieties of sports the Academy offers.
The background of the unprivileged girls will vary. Several reasons play a role in their inability to
finance their secondary education:
1. A common thing in Kenya is that boys are given priority, so it can be that there is no
money available to send girls to school.
2. The girl is an orphan, and does not have family that can afford a secondary school.
3. The parents or guardians are too old to work, or disabled.
4. The girl has been abandoned by her family.
The 30 percent of the students that are able to afford tuition fees for the school will have the
same requirements those non-paying students will have. No distinction will be made or shown
in the application or daily life at the school.
Student Demographics
The latest figures indicate that about 50 percentxii of the population of Kenya lives below the
poverty line of $1.08 dollar per dayxiii. Every year around 76.1 percent of the girls enroll for
primary school. Only 41.8 percentxiv of these girls apply for secondary school. These numbers
include the population below and those above the poverty line. It is difficult to indicate what the
figures are for the girls below the poverty line although it is fair to say that this will be lower.
The GDP per capita in Kenya is $1,600 and this income is divided over only 60 percent of the
population. The non-paying students will be below poverty level or do not have enough money
to afford a secondary school. Families of paying students will have an above average income.
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Since the Academy will be a national school, the geographical location of the students will be
spread all around Kenya. Because students will prefer a school closer to their home, there is a
possibility that a higher percentage of the student enrolments will be centralized in and around
the direct environment of Iten.
Needs of the students
The basic need of the girls is a chance of a better future. The vision of the Academy is that this
can be accomplished by sharing knowledge in combination with providing the opportunities to
allow the students to develop both socially and physically. The secondary need that some girls
will have is to be able to provide their family and prospective children with a good future.
Because of a better chance of a good job the probability is higher that they will be able to send
their children to school. Many of the girls spoken to in different secondary schools in Kenya
indicated that their future plan is to study at a university. A way to achieve this is to finish
secondary school with sufficient grades that allow a student to participate in a university
program. A talent in sport can provide them with an international scholarship.
Another need that potential students will have is having girls from the same age to socialize
with. Basic needs for the poor students can even be food, water, and housing.
The Academy is offering a way to communicate with the outside world. Therefore girls will
increase their awareness of what is happening in the world.
Student’s decision-making drive
The drive for girls in decision-making will largely vary between paying and non-paying students.
The non-paying students will have less opportunity in choosing a secondary school, which will
directly influence their decisions. Paying students will consider different aspects of a school in
their decision-making process.
First of all, the prospective student will look for a school with a good reputation. The reputation
of a school in Kenya is for a large part determined by the results of the ’Kenya Certificate of
Secondary Education’.
Other drives a girl will have are the lessons that the government does not see as obligatory, such
as arts and craft, music, and sports management. In this way the student will be able to employ
and express herself through all the talents and needs she has.
The students will want to have tidy and clean dorms and also a stimulating and, moreover, a
friendly environment in and around the school buildings.
In making the final decision the girls will consult different people within their community. The
impulses they get to help them choose a school will have already started with their primary
school teacher. Besides asking their primary school, the girls will ask their caretakers and
friends. Other people the students may ask for advice are the Imam, Pastor, Priest, friends, and
family.
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5. Description Lornah Kiplagat Sports Academy
5.1
Location
The Academy will be located three kilometers west of Iten, which is an excellent training area
because of its good climate and high altitude. It has a relatively good infrastructure which makes
it easily accessible. Besides these reasons, Iten is in the district where Lornah Kiplagat was born.
The land on which the Academy will be built covers an area of 47 acres (approximately 19
hectares).
5.2 Academics
Students in Kenya study from 5 a.m. until 10 p.m., are very motivated and can memorize
everything from A to Z but don’t know how to apply it in practice.
The Academy will stimulate the girls to put their theoretical knowledge into practice. Students at
the Academy will get a lot of individual attention and guidance: the classes will be small and
consist of 25 to 30 girls.
Most students in Kenya are not being challenged to discover and develop their talents. The
Academy will provide everything necessary for the students to excel in their talents as well as
stimulating them to explore their creativity.
System and Subjects
The core mission of the Academy is to provide secondary education for girls. The Academy will
use the Kenyan system of education, which includes four forms, each with 11 compulsory
subjects of which three or more could be chosen.
The subjects that can be chosen are internationally related, sports related and improving
creativity. Examples include: foreign languages, sport management, critical thinking, arts and
craft, and music. The Academy will also pay attention to life skills such as health and lifestyle.
Also, the staff will include special sport trainers and coaches.
ICT and International Orientation
Another important feature of the Academy is the use of ICT. A big difference between the
Kenyan and European students that go to secondary school is that the Kenyan students have
almost never used a computer before. During their study they have to write everything by hand.
Some schools make it optional to get computer lessons.
If the students go abroad for a study or training they find it hard to survive in the digital world
they enter and take some time getting used to ICT and using it as naturally as their fellow
students abroad. The Academy will teach the students to acquire the same level of knowledge
about computers as the students abroad, and in this way the students of the Academy will have
more time to focus on their study or training.
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More familiarity with ICT means getting more familiar with global communication. The student
will be connected with other universities worldwide to create a better knowledge of the world.
In the future (if this proves to be a success) the Academy hopes to expand with more computers
and more lessons, and maybe even do everything on the computer. This new development is
already happening in several schools in Europe.
5.3 Sports
The Lornah Kiplagat Sports Academy will give all students an opportunity to develop their talent
for sport, and will provide all facilities to achieve this. A physically healthy student performs
better in school and will have the opportunity to get a sport scholarship to different universities.
5.4 Sustainability
The Academy will be sustainable so that she will have less impact on the environment. This will
also make the students more aware of the importance of being environmentally concerned.
The aim of the Academy is to be as self-sufficient as possible. There will be natural energy
resources like solar panels and biogas, and our aim is to produce enough food to feed all the
students, teachers and other staff members. Besides, the Academy needs to be easy to
maintain.
5.5 Partnerships
The Academy will be internationally orientated. Establishing contacts with schools outside Kenya
will be of great importance. Extensive contact will be set up between students from the
Academy and students from the schools selected. Several universities, like the University of
Applied Sciences in Utrecht (the Netherlands) have already shown interest. Partnerships can be
beneficial for both parties. Students will get a broader view of the world and access to different
opinions and information. Contacts can also be used for doing projects, and especially for
students from the Academy it is a good way to prepare for studying abroad. This will enable
them to ask questions about the way of life in particular countries and any other concerns they
have.
Partnerships will also be used to attract international teachers for the Academy. It would be a
great chance for western teachers to come and teach for a year in a secondary school in Kenya.
Especially for newly graduated teachers it will be a chance to gain experience and boost their
curriculum vitae. For the Academy, this will carry the advantage of extra teachers and the means
of providing to the school different cultures, ideas, and visions. In this way the student will
develop an opinion that is influenced by many factors and not only the ‘direct environment’.
By the time the students of the Academy reach their fourth form there will be partnerships
established with different western universities. This will provide the students with the chance to
study abroad through sponsoring, scholarship, or invitation by the universities.
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5.6 Architectural Features
The architecture of the Academy will be very modern with many open areas, high ceilings, good
lighting and will be built to create a natural flow of students in the building. Overcrowded or
empty places will be avoided and because of the light and fresh environment, students will
perform better.
The Academy will fit in well with its surroundings and use will be made of materials from the
region. The building will have to be easy to maintain and will make as much use as possible of
natural sources to be self-sufficient, sustainable and contributing to a better environment.
The Academy will have the following facilities (the numbers between the brackets link to the site
plan of the Academy on the next page):
School building
Sports
School hall/theatre (3)
Basic Classrooms (4)
Computer rooms (5)
Laboratory (4)
Library (5)
Parking area (2)
Recreational building (13)
Amphitheatre (6)
Sanatorium (14)
Tartan track (8)
Hockey field (8)’
Tennis field
Combination field
Swimming pool (7)
Gym (13)
Housing
Farm
Student hostels (9)
Staff houses (10)
Farm houses (11)
Cultivated field
Zero grazing area
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School Building
The school hall/theatre will be a common area
where the Academy stimulates social interaction.
It should be an area for the students to relax and
chat with friends. The latter will be created by a
light area and will not have a straight set-up for
tables.
School hall/Theatre
The classrooms will be spacious and will be
furnished properly to create a stimulating learning
environment for the students. There will also be
science and biology laboratories with safe and
sound equipment. Also the computer rooms will
be equipped with up-to-date computers so
students will get used to western ICT.
The library will be an important place for the
students and will be a light and open area. This will
create a good environment to improve the study
performance.
Classrooms/Library
The recreational building will be used for
recreational purposes for the students and to
promote the social interaction of the students. The
students will get the possibility to play table
tennis, watch television or play games. The
recreation building will also include the gym.
The amphitheatre will be a facility used for a
variety of activities such as ceremonies, plays and
music concerts. The amphitheatre will be built
next to the running track to create a stage for the
spectators. Furthermore the amphitheatre will be
close to the entrance of the school to create a
unique icon.
The sanatorium will offer several facilities to
improve the sport abilities as well as a possibility
for professional help. Some of the facilities offered
will be a sauna, a room used for physiotherapy,
showers, a room for nursing etc.
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Recreation Building
Amphitheatre
2009
Housing
Students will get a room to share with 3 other
students. The room will have two bunk beds. Each
dorm will have a common room where the
students can meet, study and rest. The students
will have the opportunity to wash their own clothes
in the washing area.
The teachers – with or without their family – will
also be provided with housing. There will be both
furnished as well as non-furnished housing.
The remaining staff will also have the option to live
on campus. They can stay in the farm houses.
Also guests like athletes, sponsors and other
interested parties can stay on campus. Expenses
Sports
The tartan track is an all-weather track for running
and is unique to the region and will be essential for
the Academy. The track will be located at the
entrance to show the sports element of the
Academy at first sight.
Student Hostels
Swimming Pool
The Academy will offer the opportunity to discover
and develop the talent in all sports. Swimming will
also be part of this. Furthermore, swimming is a
good alternative for other sports to stay in shape or
to practice special exercises, for example aqua
jogging.
The other sports on offer will be volleyball,
football, field hockey, tennis and basketball. These
sports will take place on a combination field and a
special tennis and basketball court. The broad
range of sports will also contribute to team
building.
Farm
Farm
The farm will consist of a zero grazing area for livestock and a cultivated field for crops.
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2009
2009
5.7Attracting students and teachers
To attract potential students and teachers, the Academy and its unique qualifications have to be
well known. Therefore, the Academy will need to build up a good reputation. Since the Academy
will have no Kenyan Certificate for Secondary Education results in the first four years, the
Academy will have to gain a good reputation through providing high quality education, sports
activities and facilities.
Promotion will be done mostly by free publications in Newspapers and via Television. When the
Academy is built there will be many publications about it that will make it more known. Through
a pro-active approach, the management of the Academy will look for and choose potential
students.
Another way of promotion is word of mouth. When the Academy has acquired a good
reputation, people will talk about it. Good experiences become a free commercial for the
Academy, which is a very important feature of promotion. Students as well as teachers can tell
relatives and friends about their experiences, which can be passed on to others.
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Attracting students
A good reputation is important, especially when trying to attract paying students. In the
beginning, when the Academy has still to gain its reputation, free publicity and other
promotional activities will be very important. The Academy aims at getting at least 15 paying
students each year. Therefore this reputation can be broadcasted to the outside world through
the news on television, newspaper, and by word of mouth.
Girls will usually ask advice from people within their community about secondary schools, so
therefore it is important for the Academy to have a good reputation amongst their advisors. This
too can be accomplished by promotion, free publicity and word of mouth.
Attracting teachers
The Academy wants to attract the best teachers. High-quality teachers do have the choice of
many schools to work for. Private schools have the advantage that they pay a relatively high
salary and have a good reputation.
Teachers will have different visions and needs that they consider when making the choice of
which school to teach in. Advantages of the Lornah Kiplagat Sports Academy are that the
teacher will do something back for the community, work in a high-quality secondary school and
get a good salary at the same time. Furthermore, Lornah Kiplagat has a good reputation in
Kenya. It can be attractive for future teachers to work for a well-known athlete.
Outside the choice for which school there is also a decision for what kind of school? Day schools
and boarding schools both have their own advantages. The advantage the Academy can use to
promote the school is to focus on providing housing for the teachers and staff. For a teacher this
can be an important point in the choice for a school to work for.
Besides these advantages the teachers will work with highly disciplined highly motivated
students. This can be both inspiring for teachers and students. Of course free publicity and word
of mouth will also play a role in the attraction of teachers.
5.8 Costs for the students
The paying students will pay the Academy an annual fee, which will cover all further costs such
as uniforms, books, boarding etc. This fee will be for all paying students and will be the same
each year. Since non-paying students will not be able to purchase anything themselves, the
Academy will provide them with everything that is necessary.
The tuition fee will be 250,000Ksh per year, which will be paid in three terms, based on the costs
for providing a student with education, boarding, living, and a part for the fee of the non-paying
student. The fee is for high quality education, development in sports and high quality facilities.
The fee will be raised as the reputation of the Academy increases.
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5.9 Personnel
Teachers
The Academy will offer high quality education and this will be achieved by first having good
teachers with experience in their profession. The Academy will therefore employ private
teachers from all over Kenya.
The government subsidizes a certain amount of teachers to public schools, but this happens
when the school already exists. These teachers have an average quality but are chosen by the
government. The Lornah Kiplagat Sports Academy is targeted at offering and maintaining high
quality education and for this reason it is important to select specific high quality teachers to
insure these high standards.
Most of the teachers will probably come from Kenya, but the Academy will also employ teachers
from other countries. Quite a few teachers from abroad have already shown interest in working
at the Academy. This will also help the students to get used to western standards and get in
touch with a broad range of cultures.
Maintenance team
Maintenance of the supporting systems will have the highest priority because the Academy
wants to be sustainable and therefore needs a good maintenance team and operational plan.
Security Team
To secure the area there will be a security team. These security guards will be hired through an
independent organization. The guards will protect the area against stealing and unwanted
visitors.
Cooking team
There will be a team in the kitchen that will prepare all the food. This team will work full-time
and will provide food for students, teachers and other staff members.
Farming team
The farm will operate under its own management and with its own team. There will be a clear
structure and there will be a staff member for each department in the farm. This means that
every section of the farm will have his own manager with his own employees.
In its first year of existence the farm will require more employees because all crops, plants and
so forth need to be planted and the grounds will need to be landscaped. After this the amount
of employees for maintaining the farm can be reduced.
Sanatorium team
The sanatorium team will include several nurses and a physiotherapist to offer the students and
staff members professional help.
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6. Operational plan
6.1 Short-term processes
Application & Selection procedure
-
The amount of enrolments for the Academy will depend on its reputation. As an indication;
Starahe Girls’ Center – a comparable secondary girl school based on donations – has on average
of 5,000 first choice applications each year. The school has only been in existence for four years.
In the beginning only the girls with first choice applications for a place at the Academy will be
pre-selected. Since the Academy will be a national school, it will be important while preselecting to bear in mind that there will have to be enough girls from every province. Moreover,
while selecting, religion will not be taken into account.
The girls will be graded according to their national high school entrance examination (the Kenya
Certificate of Primary Education); on their expected talent for sports; and on their motivation.
Then, the best, paying students can be chosen. Of the students that will be enrolled in the
Academy the following year, 30 percent will have to be fee-paying. The remaining students will
be non-paying students and will be graded on their poorness. At this stage whether the girl has
supporting relatives and how much those relatives earn will be taken into account. After that
the best students can be chosen.
To avoid corruption the guardian of the girls and a priest, pastor or imam must sign the
application form.
The figure below clarifies the application and selection process.
Grade on scale from
1-10 for motivation
First choice
Applications
Grade on scale from
1-10 for expected
talent for sports
Grade on scale from
1-10 for score on
national high school
entrance examination
Make sure there are enough
girls from every province and
enough paying students
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Paying Students
Best Students,
30% of Total
Family Income
Non Paying
Grade on scale
from 1-10 for
poorness
Best Students,
70% of Total
2009
- Academics
In the first year the Academy will start with one class of students. Then two classes will be
enrolled sequentially. Every girl will get a tutor who will guide her through her secondary school
career and give advice where possible.
- Sports
In order for the girls to develop their talent for sports they need to be guided well.
Girls that are already more specialized in a specific sport need more intensive training. They will
get individual assistance from professionals. This extra coaching time will not be part of the
regular curriculum.
- Maintenance
The students themselves will mostly do the cleaning. Each student will be given the
responsibility to ensure that her own dorm room is clean. Furthermore there will be a schedule
for students to clean the public areas. This will also contribute to creating discipline among the
students. Cleaning of facilities like the kitchen, the sports facilities and the sanatorium will be
done by the maintenance staff themselves.
Qualified staff will maintain the farm in order for the land to be refined professionally and
effectively. The farm can also be used for biology lessons and other subjects for the students.
Gardening will be done by the staff appointed for the task.
The Academy will try to ascertain whether the recently started waste collection service in Iten
and surroundings meets its demands. If not, the Academy will look for alternative methods.
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6.2 Business Milestones
Milestones to reach
Target date
Start fund raising
Construction
First part ready
Start form 1, one class
Project 100 percent ready
Start form 1, two classes/one class form 2
Start form 1, 2 classes, form 2 two classes, form 3 one class
Start form 1, 2 classes, form 2 & 3 two classes, one class
form 4
Exams form 4
Form 1-4 all four classes, a maximum of 240 girls
2nd
half
January 2010
End 2010
January 2011
End 2011
January
January 2013
January 2014
November 2014
January 2015
2009
2012
There is a part of the site reserved for possible expansion of the accommodations of the
Academy. However, there are no concrete plans for this as yet.
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7. Continuity
7.1 High Quality
High quality education is difficult to achieve in most schools in Kenya. The low teacher-student
ratio in Kenya prevents the schools from giving students the attention they need. Moreover,
there is too little investment, which also affects the quality of education.
It takes hard work and commitment to reach long-lasting, high-quality education. The main
ingredients that can guarantee high-quality education are professional teachers, a healthy and
safe environment, student counseling and guidance and the quality and maintenance of school
facilities.
Key to quality education is to employ professional and experienced teachers. Because of the
small class sizes, the teachers at the Academy will be able to give the girls a lot of individual
attention. Also guidance and counseling is important for the girls to be able to learn efficiently.
The Academy will hire private teachers, both from Kenya and foreign countries to ensure good
expertise.
By keeping the girls healthy through good nutrition, physical exercise and good medical care, a
harmonious balance between body and mind will be created which benefits concentration. Also
ensuring them a safe environment helps keeping them focused on getting good grades and
doing well in sports. Because the girls at the Academy will get quality education instead of
quantity education it will save them time for sports.
Another thing that will establish quality at the Academy is the stimulating learning environment
that will be created together with good facilities. Maintenance of these facilities is also crucial to
maintaining high quality.
Furthermore, since the Academy will be involved in international partnerships, it will help it to
keep up to date with the latest developments in education.
The fact is that government inspection of the quality of education does exist. However, their
expectations of quality are not sufficient. Since the Academy is targeted at maintaining higher
standards than the average secondary school, the Academy will appoint a supervisor itself.
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7.2 Discipline
xv
Misbehavior such as stealing and violence of children is common in all schools. This is why high
discipline is an essential part of school life. School discipline is necessary to provide a safe and
happy learning environment in and outside the class. If there is no discipline in the Academy
students will become unmotivated and distracted. This will lead to a climate in which the full
potential of talent development will not be optimized.
The basis of discipline will lie in a signed contract between the Academy and the student. The
Academy has to make clear what it expects from the student, and will always encourage the
student to work hard and try to solve any problems that may arise.
The head teacher together with all the staff at the school is responsible for promoting good
behavior and discipline. A discipline policy will be made when the school starts. This discipline
policy, which must be clear to the students, parents and staff will need to be publicized. Overall
the discipline policy must consist of:
- Self-discipline
- Regard for authority among students
- Good behavior and respect for others
- Ensure students’ standard of behavior is acceptable
- Regulate students’ behavior
- Standards of clothing
- Timekeeping
- Work ethics
Full participation of every staff member is needed to maintain discipline at the Academy. Since
the Academy will include boarding, discipline has to be maintained both inside and outside the
classes. Incorrect behavior can be corrected by punishment. Different kinds of punishment can
be used. The Academy will never use a form of punishment that is belittling or uses physical
contact in any meaning of the word.
Since the Academy provides a once-in-a-lifetime opportunity for the students, most of them will
already possess a high level of discipline. It is the task of the Academy to maintain and support
this discipline. An effort has to be made to bring the attitude from the disciplined over to the
less-disciplined students. Interaction between the students and students and teachers is really
important. Another way is to create a stimulating learning environment. High-quality well
maintained buildings together with a complete library and common rooms are examples that
will help stimulate and discipline the students. Common rooms will be used to discuss study
material and projects, as well as global events.
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7.3 Following Steps
The concept will be used as a description of the Academy but will fail if nobody will execute the
plan. To create continuity and to execute the plan there should be someone who is accountable.
Lornah Kiplagat and Pieter Langerhorst will remain accountable for this.
Collaboration with the University of Applied Sciences in Utrecht (HU) to execute the plan further
will continue. The Faculty of Education will remain accountable for designing the study
materials. ICT students will design the ICT possibilities within the Academy and there will be
someone assigned who will manage the construction as well as the fundraising of the Academy.
The collaboration with the HU will be essential for the success of the Academy and for the
execution of the plan
The construction of the Lornah Kiplagat Sports Academy will start when 75 percent of the
required investment has been raised. Fundraising will continue to raise the total investment.
The Academy will appoint someone to fully engage in fundraising and sponsorships.
7.4 Corruption and Fraud
There is much corruption and fraud within Kenya. The risks for this project will be in the
following activities:
·
·
·
·
·
Construction and maintenance of the building
Obtaining licenses
Bringing in personnel
Selecting the students
Purchasing products
To prevent corruption and fraud, the following measures should be taken
·
Making use of codes of conduct
Making explicit codes of conduct for the personnel creates a culture of social responsibility and
social control. It also makes it possible to call someone to account. Without a code of conduct
the staff will always have a retort on the accusation. The rules of conduct also make clear what
the responsibilities of the staff are, and how they have to behave.
·
Making use of data security
There are several methods of data security, and because the Academy is a relatively small
organization the data security should not be too difficult. The data will be secured by usernames
and passwords on the computers, which will disable unauthorized access to the computers. The
confidential information will also be secured by access security, meaning that only certain
usernames can access the information. These security measurements are cheap and easy to
implement and maintain. In order to protect the hardcopy information there will be a closed
office with the confidential and financial information, only accessible to authorized personnel
and where the documents that are taken and by whom is documented.
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·
Making use of decision-making procedures
An important decision cannot be taken by one person. Important decisions should be made by
those persons suited to making such decisions. The persons making the decision will have to
justify their decision to the person above him or her. All events and decisions will be discussed
during weekly meetings. In this way people who cannot justify their decisions will be confronted
with their actions. This creates a control on every decision that is taken.
·
Clear selection procedure for selecting personnel and students.
There will be a statutory provision in which the selection procedure for staff and students is
fixed. The people involved in the selection procedure will not be allowed to deviate from these
provisions. If they want/need to deviate from the provisions, they will have to go through
deliberations with the board of governors. In the provision will be fixed how the students have
to submit their applications and how they will be selected.
·
Task rotations and separation of tasks
By rotating tasks people will have to justify their actions to the person who takes over their
tasks. In this way a conflict of interest is created (if the first one made mistakes, the second one
will not accept the responsibility of these mistakes and will call the first person accountable). By
creating a conflict of interest the Academy will put a self-regulating control function into action.
Secondly, a control-technical function separation will be implemented. This means that one
person cannot have a function involving several different activities/responsibilities. The different
activities that can be distinguished are; disposable-, storage-, registering-, controlling- and
implementing function. One person should not have more than one of these activities. It will not
always be possible to separate the activities completely, but where this is not possible there
should be extra control of the execution of the activities. By separating these activities a conflict
of interest will be created and an internal control of each other. For example, someone who
purchases the supply (disposable function) should not register the delivery of the goods
(registering function), if this person does both, it will be easy to order things for private use and
not register the acceptance of these goods.
·
External financial control
This is interwoven with the previous measure and separates the control activities from all the
other activities. The external accountant checks all the financial data and transactions done by
the staff of the Academy. Important is not to hire a local accountant but someone from outside
Kenya, because there is a lot of corruption in Kenya. This can be avoided by hiring a Western
accountant.
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8. Management Team
Even the best new concept or existing plan will fail if executed poorly. That is why the Lornah
Kiplagat Sports Academy believes that an ‘eminently qualified’ board of governors in
combination with an experienced director and management team is a must.
As shown in the organization chart on the next page, the Academy will be led by a female
principal supervised by the board of governors. It is important that the Academy does not have
total authority over the Academy to ensure that the decisions made are in the best interests of
the students. The board of governors will supervise the decision making as well as the daily
activities at the Academy.
The board of governors will include the following persons:
- Chair person of the foundation
- Member of the community
- Representative parent of one of the students
- Teacher
- Representative student
- Honorary members, in the course of time
The principal (director) of the Academy needs to be a woman. This distinction is set by the
government and only pertains to this function. The advantage is that a woman has the natural
capacities to understand the needs and wants of the girls. It will also enhance the quality of
communication between the students and the director since the girls will feel more
comfortable.
The principal has direct supervision over the whole Academy and will also teach subjects herself,
thus creating contact between the students and the principal. Another advantage is that the
principal sees and takes part in the daily activities of the Academy, something that is important
for making decisions.
Under direct supervision of the principal, the core management team will be responsible for
regulating and supervising the daily activities in the Academy. These include the educational
activities as well as the administration officers, accountant, housekeepers, catering manager, ICT
manager, international office, sport manager, and farm manager.
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Organizational Chart
Board of
Governers
Accountant
Director
Facility (cleaning
Education
and maintenance) Boarding manager
manager
manager
Manager of
physical education
Farming manager
ICT manager
Manager of
transport and
security
Core management team
Maintenance Cleaning Catering
supervisor supervisor supervisor
Maintenance Cleaning Head cook
crew
crew
Assistant
cooks
36 | P a g e
See lines of
communication
(Academics)
Doctor
coaches
PhysioTrainers
therapist
Assistant
manager
life stock
Assistant Assistant
ICT
manager manager
technician
crops landscaping
Workers
Workers Workers
Security Drivers and
guards mechanics
2009
2009
LINES OF COMMUNICATION - ACADEMICS
BOARD OF GOVERNERS
DIRECTOR
Education
Manager
…...
…...
Core management team
HEAD TEACHER
SECONDARY
SCHOOL
TIMETABLING
OFFICER
EXAMS OFFICER
HEADS OF
FORMS
HEAD OF
LIBRARIAN
HEADS OF FACULTY
- COMMUNICATIONS
- HUMANITIES
- LANGUAGES
- LOGISTICS
- SCIENCES
- SPORT
BOARDING
MENTORS
LEARNING SUPPORT
SUBJECT
TEACHERS
SUBJECT TEACHERS
HEAD OF
PHYSICAL
EDUCATION
TEACHING
ASSISTANTS
TEACHING
ASSISTANTS
LAB TECHNICIANS
SPORT
COACHES
DOCTER
PHYSIOTHERAPIST
37 | P a g e
BOARDING TEAM
LEADERS
HEAD OF
INTERNATIONAL
OFFICE
2009
9. Resource Requirements
9.1 Energy, water and food recourses
9.1.1 Energy
Although there is an electricity connection is available in the region of Iten the electricity is not
very reliable and fails regularly. The Academy will therefore be partly self-sufficient in low
voltage electricity such as lighting. Since it is very hard to be self-sufficient in high voltage
electricity, the Academy will need to use electricity from the city for some of its needs.
Heating water
Heating water will be needed for hot water and heating the swimming pool. Heating water for
the showers will be done by the solar panels placed on the roofs. There will be 70 showers. For
this one solar panel will be needed per shower and 70 in total to provide hot water.
Heating the swimming pool can be done by two systems. One of these systems is to use solar
panels to heat the water. An advantage of using solar panels is that it is very environmentally
friendly and it requires less maintenance. A disadvantage of solar panels is that it requires much
space and is very expensive.
Another possibility is to heat the water of the swimming pool by using a biogas system. This
system uses dung from the cows and is fairly affordable to build but requires several cows and
high maintenance.
Light system
Low voltage lights will be used in the Academy and therefore can be powered by solar panels.
These solar panels will be located on the school building roof.
Computers and electronics
Computers are lower voltage electronics but require much electricity and therefore will require
many solar panels. Part of these computers will be powered by solar panels but it will not be
sufficient to place solar panels for all. Therefore electricity from the city will be made use of.
Electronics that require high voltage
Electronics that require high voltage are for example cooling systems. Since this is high voltage
the power needs to come from the electricity connection from the city.
Backup systems
Because the electricity from the city is not very reliable and could fall out, it is very important to
have a good backup system. This system will function for the cooling products, computers and
some lighting. Also the backup system will be used for regulating the power voltage because the
amount of voltage of the power from the city also fluctuates.
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9.1.2 Water
Although there is plenty of water in the rainy season, water is scarce in Kenya; in the dry season
it may not rain for 180 days. The water supply from the city is not sufficient and the Academy
will need to have its own supply of water, the source is very important to the Academy and
contribute to its sustainability.
Water use
Water is needed for washing, cooking, showering, toilets, irrigation, cleaning and drinking. The
total amount of water required for the students and staff is 75-100 L per day. An approximate
total of 220 students and 70 staff members will use a maximum of 29,000L per day. Also, will
there be the cooking staff and other part-time staffs who do not live on campus but who do
require water.
Irrigating the land also uses up large amounts of water in the dry season, which in the rainy
season will be done by rainfall. In the dry season water needed for irrigation will amount to
approximately 900L per day, when the collected rainwater will be used to insure no added
materials or chemicals. Use will be made of an own water tank to provide enough pressure for
the irrigation system.
Rainwater
The Academy will collect all the rainwater from the roofs and store this in basins located
underground. This is natural water and fairly clean and will therefore be used for irrigation
during the dry season.
The rain that falls down on the paths will also be collected and stored underground and used for
irrigation.
Waterhole
The water for drinking, showering and cooking will be collected from the drilled waterhole.
Because of the scarcity of water in the dry season a reliable water source is essential. Also a
waterhole will contribute to a self-sufficient and sustainable academy.
Solar power and a backup of the regular power from the city can pump up the drilled
groundwater from a depth of 300m at the waterhole. The water from this hole will be stored in
tanks under the ground.
Water recycling
Water collected from the showers, gray water, will be used to flush the toilets and in this way
the Academy water will be recycled.
Lake water
The Academy will also use water from the nearby lake, filtering it to make it usable.
City water
This source will not be used. The city water will not be reliable enough and not sustainable.
Water pressure
All collected water will be pumped to water towers, these towers will be at least higher than the
place where the water will go to, the latter to create natural water pressure.
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9.1.3 Farming
The main objective of the farm is to produce enough food to feed the whole population of the
Academy and will consist of: livestock and crops. The livestock that will be kept are: dairy cows,
dairy goats and chicken. Approximately half of the dairy cows and dairy goats will produce milk
every day. The chickens will produce eggs every day.
The crops that will be grown on the farm are the vegetables that are most commonly eaten in
Kenya. Fruits comprise a healthy addition to the diet. The crops that will be grown are:
•
•
•
•
•
•
•
•
•
•
Pioneer maize
Tomatoes (type Anna F1)
Beans
Cabbage (type Gloria)
Spinach
Onions
Passion fruit
Bananas
Citrus
Avocados
The total surface area of the farm will be approximately 12 acres and will be enough for the
Academy to be self-sufficient. The farm will be run by two managers and three assistants. There
will also be one employee who will be responsible for the milk and two employees responsible
for the crops. For the first six months of the project 20 employees will be needed for the
maintenance of the whole area, after which the number employees can be reduced to 10.
Greenhouse
Tomatoes will need to be grown in a greenhouse and because this is the only vegetable that
needs a greenhouse there will only be one on the premises. This greenhouse will have a surface
area of 200m² or 0.05 acres.
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9.2 Equipment & Materials
9.2.1 Equipment & materials for the students
Rooms
The student rooms will be furnished with two bunk beds for four students, two closets, one
table with chairs and three types of lights. Furthermore the beds will have mattresses, sheets
and a pillow and each student will be provided with two towels, toothbrush and bath articles.
Uniforms
To eliminate differentiations, the students will wear a uniform during the day and during sports.
The students will be provided with two shirts, two blouses, one sweater, one tie, two pairs of
stockings, embroidery, two trousers, games uniform, sport shoes and normal shoes. Students
staying at the academy during vacations may wear their own clothes if preferred.
Books and school materials
The students will be provided with all the necessary school materials including the books. They
will be included in the school fees and will be the same amount for all students. The books that
will be provided are those stipulated by the government, but if the teachers wish to provide
addition or other books, this could be allowed after revision by the management team. The
study material will be internationally orientated as much as possible and will make use of real
life examples.
The students will also get a rucksack for their school materials, the required books, a note pad
per subject per year, approximately four pens per year and materials for mathematics.
9.2.2 Equipment & materials for the teachers
Teachers will have the opportunity to live in a house provided with basic furniture such as beds
with sheets and pillows, tables and chairs, towels etc, in particular for those teachers from
abroad or teachers who prefer this. There will also be rooms that are unfurnished that the
teachers can furnish themselves.
Furthermore, the teachers will be provided with the required books for the subjects and any
study materials needed.
9.2.3 Equipment & materials for the maintenance staff
The maintenance building will be furnished with several workbenches on which repairs can be
made. Also different closets will be fitted to store all the required tools and electrical
equipment. These closets will have labels on the shelves to make sure that the tools will be
stored in the same place every time.
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9.2.4
2009
Equipment & materials for the school building
Basic classrooms
The classrooms will be furnished with 30 desks and chairs for the girls and one desk and chair for
the teacher. There will be a whiteboard on the wall behind the teacher’s desk and also a couple
of bookcases in the room.
Computer labs
There will be two computer labs at the Academy each with 30 desks and chairs and 30
computers for the students and a desk and chair for the teacher. Next to the desks will be a
cabinet in the lab for computer manuals and other related books and articles. Every student will
have to follow at least three hours of computer training a week. The first two years of training
will give the students more general experience with the computer and Internet. In year three
and four the focus will be more on personal skills. The students will have to do presentations
and make papers on the computers just like students have to do abroad.
Science and biology labs
The science/biology class will be fitted with special tables that contain taps, sinks and gas
fittings. The classroom will also have a special gas cabinet in which tests can be held with
dangerous/hazardous substances. The teacher’s desk will also have its own a tap, sink and gas
fitting. There will be a cabinet with a good airflow in which all the substances can be kept safely.
Library
The library will be furnished with bookcases and desks. The desks are for studying in a silent
environment. At the entrance there will be a desk for the librarian where books can be handed
in or out.
Music Room
The music room will be equipped with 30 desks and chairs. There will also be one desk and chair
for the teacher. Moreover there will be several cabinets for storing the music instruments.
The music instruments the Academy will provide are:
- Piano
- Xylophone
- Guitar
- Djembe
- Trumpet
- Flute
Other needs in the music room are music stands, music books and metronomes.
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9.2.5
Fields
-
2009
Sports area
Hockey field/football field/rugby field/netball field
Track
Swimming pool
Tennis court/basketball court
Equipment
The necessary equipment is:
- Field hockey sticks
- Field hockey goals
- Rugby balls
- Softball gloves
- Volleyball nets
- Tennis balls
- Badminton shuttles
- Table tennis table
- Gym machines
- Lifting weights
- Hurdles
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-
Field hockey balls
Footballs
Rugby goals
Softballs
Volleyballs
Tennis nets
Basketball posts
Table tennis bats
Rubber mats
Water polo goals
-
Field hockey goalie wear
Football goals
Softball bats
Netball posts
Tennis rackets
Badminton rackets
Basketballs
Table tennis balls
Swiss balls
Water polo balls
2009
10. Regulations and Requirements
10.1
Start a School
For a community school you will get 10,360Ksh for each child. This includes the paying students.
To start a school in Kenya you need to take five steps:
1. First you need to make sure that there is a minimum of seven acres of land available.
2. The land needs to be registered in the name of the school or the foundation.
3. The authority (official) will come and do an environmental impact assessment that
includes a report from the public health institute.
4. A drawing of a physical plan is necessary. This must include the existing buildings and
the buildings that are under consideration for the future.
5. The application can then be submitted to the minister of education to get the plan
approved. A license will cost between 1,000 and 2,000 Ksh.
10.2
Classes
There are different regulations that have to be met concerning classes. The government of
Kenya stipulates a fixed curriculum of subjects. The ‘Kenyan Certificate of Secondary Education’
requires that a student does at least seven subjects. The subjects can be chosen from:
- English
- Arts & Crafts
- Kiswahili
- Agriculture
- Mathematics
- Computer studies
- Biology
- Foreign languages
- Physics
- Music
- Chemistry
- Business studies
- History and Government
- Life skills
- Geography
- Sport management
- Religious Education (C.R.E.)
- Physical education
The subjects in the first column are compulsory in the first two forms after which English,
Kiswahili, maths (A or B) and physical education (not tested) remain compulsory. Apart from
these subjects, the students have the choice of four optional subjects: two or three science
subjects such as chemistry, physics and biology; and one or two humanity subjects such as
history, geography and religious education. The total should add up to seven subjects.
The Academy will also offer several other optional subjects (mentioned above) such as
computer studies, foreign languages, business studies, agriculture, arts and crafts, life skills, and
sport management.
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The subjects will be tested in each form by two or three C.A.T. tests, and at the end of the year
the student will have a final exam. At the end of the secondary school period the student will
take the ‘Kenya Certificate for Secondary Education’ test.
The Academy aims at a minimum of nine teachers. Each class requires a minimum of five
teachers.
The legal government of Kenya has set regulations for required buildings that have to be met
before opening the school. The required buildings for the Academy are at least:
- Laboratory for chemistry, physics, and biology.
- Two classrooms.
- Library.
10.3
Books
Books are of great importance for a child’s education and will be used every day. It is essential
that both the content and the appearance be of good quality.
The government of Kenya has a list of books that they recommend, although it is possible to
choose your own. Another option is that teachers come up with suggestions for using other
books than proposed.
The Academy will take all these three options into account. First the Academy will take a look at
the books suggested by the government. Most of the books that will be used will be from this
list, especially in the beginning phase of the school.
Moreover, requests from the teachers for using new books will be taken into account. First of all
the Academy will take a look at the point of view of the teacher. Why does the teacher suggest a
new book? If the reasons are convincing, it will be discussed in a meeting. The last step will be to
get permission from the government.
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11. Income
11.1 Income for investment
The Lornah Kiplagat Sports Academy depends on donations, either in the form of money or the
donation of goods.
Donation of goods could be done by donating anything that the Academy requires. Some of
these required goods could be seeds, solar panels, desks, books, computers and fitness
equipment, for example.
People who invest in the Academy will be kept up to date with the developments of the
Academy. This way an investor could clearly visualize where their money will go to and how to
determine a donation amount.
11.2 Income to maintain
The Lornah Kiplagat Sports Academy will have three different income sources to raise the
necessary money to maintain the school and the students. These income sources are the fees of
the paying students, donations and additional fundraising and sales of overproduction.
Tuition Fees
Thirty percent of the students will be paying annual tuition fees of 250,000Ksh. This will also be
used for supporting their fellow students.
Donations and fundraisers
The Lornah Kiplagat Foundation strives to have annual donations to raise money to maintain the
Academy. This can be done by donations from individual parties for a specific purpose such as
school desks, books, pens, or school fees for a student. Furthermore donors could donate
incidentally to the Academy or specific purposes. Furthermore there will be a list of required
goods and funds required to allow donors to visualize where their money will go to or how much
to donate.
As well as donations of money, the academy will also strive to get many goods and products
donated. The Academy will greatly encourage this way of donating because it creates a lower
investment statement.
The Lornah Kiplagat Sports Academy will also organize fundraising activities several times a year
by the students, through activities such as running competitions, dinners and more. These
activities will not only raise money for the maintenance of the Academy, but also be good for
the discipline of the students.
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Sales of overproduction
In the first place, the farm at the Academy will produce enough food to support the students
and staff, although there could be more produced than consumed, which will create
overproduction. Any excess produce can then be sold at the local market of Iten or Eldoret and
the income generated can be ploughed back into the Academy.
The sales of overproduction will fluctuate because of the difference in crops, season and rainfall.
Furthermore, as there will only be one form and thus less students in the first year, there will be
more overproduction during this time, which will result in more income from this source.
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Financial summary
2009
Appendix A
2009
General Facts about Kenya
Demographical characteristics
Geography
Kenya, with its capital Nairobi, covers an area of 582,650 km² and lies across the equator on the
east coast of Africa. Kenya shares borders with Somalia, Ethiopia and Sudan in the north;
Uganda in the west; Tanzania in the south and the Indian Ocean in the east. Kenya is divided
into eight provinces, including the Nairobi area.xvi These provinces are: Central, Coast, Eastern,
North Eastern, Nyanza, Rift Valley and Western. The provinces are subdivided into districts.
Iten, the village where the Academy will be located, lies in the Keiyo District in the Rift Valley
Province.xvii Iten is a small village with approximately 4,000 inhabitants xviii, about 30 kilometers
from Eldoret, Kenya’s fifth largest city.
Population
The Kenyan population is estimated at 39 million people. Kenya consists of several ethnic groups
shown in the figure below:
Of the population 42.3 percent is between 0 and 14 years of age; 55.1 percent is between 15
and 64 years of age and 2.6 percent is over 64 years of age.
The life expectancy at birth is 57.86 years and the population growth rate is 2.691 percent. It is
also worth mentioning that 1.2 million people live with HIV/AIDS.
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The following religions are practiced in Kenya:
The main languages spoken are English and Swahili. Most Kenyans also have their tribal
language. Of the population 14.9 percent of 15 years or over cannot read and write.xix
Climate
The Kenyan climate can be hot and dry in the north and east, humid and more moderate in the
highlands and humid and warm along the coast. There are two rainy seasons during the year.
The first rainy season is from April to June and the second in October and November.
Iten lies at 2,400 meters above sea level and temperatures vary between 15°C and 24°C. It can
be cold especially during the rainy season and the average rainfall during rainy season is 1,500
mm per annum.xx
Education
Primary education is of great importance for children in Kenya. They go to primary school when
they are six years old and attend for eight years. Most primary schools are public schools and
have been financed by the government since January 2003. As a result, more and more children
attend primary school in Kenya. Moreover, the amount of girls going to primary school has
increased significantly, though not every child can afford uniforms or transport costs.
The Kenyan secondary education program is aimed at meeting the needs of both
students that move on for higher education and students that end their education after
secondary school. Secondary school is intended for students between 14 and 18 years
old. Kenya has public schools and private schools. Public secondary schools are partly
subsidized by the government or communities and are managed through a Board of
Governors and Parent Teacher Associations. Private schools are founded and managed
by private individuals or organizations. Thanks to the increasing amount of pupils
succeeding in primary education, the amount of secondary schools has risen rapidly
over the past few years. Of the students 41.8 percent on secondary schools are girls.
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Students have several possibilities after leaving secondary school. Post secondary schools
provide training in carpentry, construction, and welding, for example.
Currently Kenya has five public universities and ten private universities. The public universities
mainly aim at technology and science while the private universities offer a range of degree
programs. The private universities are controlled and supervised by the Commission for Higher
Education.xxi
To enroll for free education at one of the public universities one result at the Kenyan Certificate
of Secondary Education has to be at least a B+.
The most well known universities in Kenya are:
•
•
•
•
University of Nairobi
Moi University
Kenyatta University
Egerton University
Economical characteristics
The most important economic facts listed (according to CIA, The World Fact book) xxii
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Currency: Kenyan Shilling (KES)
GPD: $31.42 billion (2008 est.)
GPD real growth rate: 2.2% (2008 est.)
GPD per capita: $1,600 (2008 est.)
GPD composition by sector: agriculture 23.8%, industry 16.7% and services 59.5% (2007
est.)
Labour force: 16.94 million people (2008 est.)
Labour force by occupation: 75% agriculture and 25% in industry and services (2003 est.)
Unemployment rate: 40% (2008 est.)
Population below poverty line: 50% (2008 est.)
Inflation rate (consumer prices): 25.5% (2008 est.)
Agriculture products: tea, coffee, corn, wheat, sugarcane, vegetables, fruits, daily
products, beef, pork, poultry and eggs.
Industries: small-scale consumer goods (plastic, furniture, batteries, textiles, clothing,
soap, cigarettes, flour), agricultural products, horticulture, oil refining; aluminum, steel,
lead; cement, commercial ship repair, tourism.
Industrial production growth rate: 3.6% (2008 est.)
Exports: $4.729 billion f.o.b. (2008 est.)
Imports: $9.485 billion f.o.b. (2008 est.)
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Vision 2030
In October 2006 the Kenyan government launched a plan focusing on transforming national
development. This ambitious long-term strategy is a follow up to a previous plan, namely the
Economic Recovery Strategy for Wealth and Employment Creation.
With this plan the government wants to stimulate durable economic development and
transform Kenya into an efficient modern democracy. Vision 2030 will be guided by the National
Economic and Social Council (chaired by the President and brings together influential people).xxiii
Many leading enterprises like Unilever, Philips, Bata and Beiersdorf do business in Kenya. These
kinds of companies are getting more and more interested in the country, partly because of
improvements of the infrastructure, which is also part of Vision 2030.
Cultural characteristics
Kenya has 42 different tribes and they can be divided in three groups:
•
•
•
Bantu (West-African origin)
Nilotic (North-African origin)
Hamitic (North- and East-African origin)xxiv
Kenya was under of British colonial rule for a long time. Before the arrival of the imperialists,
different ethnic groups lived together in the same areas, mostly serenely. There existed no
central power that could set up a hierarchy in relationships between different ethnic groups.
Therefore sustained tribe rivalry was in fact not possible. xxv However, the British intervened and
classified ethnic groups into many of the current tribes. They tried to separate tribes from each
other, distributed land unequally and more, in order to strengthen their power.xxvi xxvii This way
they caused the rivalry among tribes that still exists today. The ethnic and political unrest in
February 2008 after the elections in Kenya is a good example of this.
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Technological characteristics
Technological innovation is developing rapidly throughout Kenya. The Internet sector in Kenya,
in particular, is currently booming. Nowadays, Kenya has approximately 3 million Internet users
and the Internet connections are getting better and better. By the end of June 2009 one of three
undersea fiber optic cables that are being laid is expected to link East Africa to the world, Iten
will also be reached by this cable.xxviii
Ob3 Networks Ltd. is planning on deploying 16 satellites to connect Africa and more developing
countries to the world by affordable and fast Internet connections. xxix Connect Africa Summit has
set a goal for 2012 to have all African capitals and major cities interconnected with ICT
broadband infrastructure and strengthened connectivity to the rest of the world. Also, African
villages must be connected with broadband and ICT services by 2015.xxx When Africa has fast
Internet access the economic development will probably improve too. Internet will make visual
education more possible and thus have much influence on the education methods. However,
the lack of electricity in Africa can impede things.
Ecological characteristics
Water shortage, water pollution, flooding during rainy seasons, deforestation, soil erosion,
poaching are serious environmental problems in Kenya.xxxi
Since only a small part of Kenya is favorable for agriculture and the year-round climate is mostly
arid, water scarcity is a big issue in Kenya. It is important to maximize the use of the rainfall.
Harvesting rainwater in tanks is a very useful system. Other helpful systems are artificial lakes
and drill holes. It has to be taken into account that water pollution is also an issue in Kenya. This
can have an effect on the quality of groundwater.xxxii xxxiii
Forests in Kenya are declining as a consequence of the increasing population and other land
occupation. At this point in time less than two percent of the total land area is forested. The
declining forest cover affects the climate, wildlife, streams and human population, in particular
people depending on the forests for their livelihoods.xxxiv
The government and industries are mainly responsible for environmental care and protection.
They should make a lot of effort to minimize environmental damage. Options for the
government could be to invest in ecological technologies like renewable energy and encourage
the planting of trees to fight deforestation.
There are places in Kenya where people dispose of waste and chemicals by burning or burying.
This will release harmful chemicals into the environment. The garbage disposal service is up and
coming in many parts of Kenya, such as Iten, for which an annual fee will be charged in return.
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Political characteristics
Kenya is a republic that became independent from Great Britain in 1963. The legal system is
based on Kenyan statutory law, Kenyan and English common law, tribal law and Islamic law.
Every citizen (both men and women) has the right to vote, with a minimal voting age of 18 years.
The President Mwai Kibaki (since December 2002) is the head of government, with the vicepresident Stephene Kalonzo Musyoka working under him. The president appoints the cabinet,
which is headed by the Prime Minister (Raila Odinga).
At the elections in December 2007 the winner (Kibaki) was suspected of election fraud. This
unleashed two months of extreme violence that killed more than 1,500 people. Under pressure
of the UN the position of prime minister was restored, the function was filled by Raila Odinga
and the violence came to an end. The next election will take place in December 2012.xxxv xxxvi
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Appendix B
2009
About the Authors
Lornah Kiplagat together with her husband Pieter Langerhorst from the ‘Lornah Kiplagat
Foundation’ approached the University of Applied Sciences in Utrecht (HU) for writing a business
plan for a girls’ school in Kenya; a great chance for the foundation as well as the HU and Top
Class. Top Class is a honor program for a selection of students of the Faculty of Economics and
Management. Six students were chosen to participate in this challenging internship.
Top Class Students:
Name
Date of birth
Word of the student
: Tom van Ekerschot – International Business and Management,
: 11 – 07 – 1989
: “When I heard of the internship for the girls school I was excited from
the very beginning. It was a great chance to develop myself educationally
and socially together with doing something great for the people living in
an amazing country called Kenya. I was glad to meet Lornah and Pieter
and feel their passion for this idea. I gave my full potential for this project
and I am happy with the end result.”
Name
Date of birth
Word of the student
: Rik Haenen – International Marketing Management,
: 22 – 08 – 1988
: “An opportunity that became a great experience of a lifetime, where I
learned during the internship a lot about the culture and the beautiful
people of Kenya, Also it is very exciting to work on such a great project
and to create a better future for these girls”
Name
Date of birth
Word of the student
: Michael van den Heuvel – Financial Services Management,
: 19 – 07 – 1982
: “Working on a project like this is a once in a lifetime opportunity. At the
start we were already enthusiastic about the project, but after our visit
to Kenya we really noticed the need for this project and got even more
enthusiastic. There is no better way to learn things than by experiencing
them yourself. I learned a lot about Kenya and the way people live over
there, and I am impressed by the optimism and positive way people go
through life and their willingness to help with this project. I think, with
this project, we can contribute to a better prospect for girls in Kenya and
I hope that many like initiatives will follow.”
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Name
Date of birth
Word of the student
: Jan Bart van Male – Commerce,
: 25 – 06 – 1988
: “During my study I learned many things about international economics.
It is fascinating to see how the emerging economies grow so rapidly and
I always wanted to be part of it. This dream is now finally realized. The
Lornah Kiplagat Sports Academy will create great chances for both the
girls and for the rest of Kenya. I feel grateful that I was able to contribute
to this project”
Name
Date of birth
Word of the student
: Anna-Marthe Sessink – Commerce,
: 09 – 02 - 1989
: “I feel lucky to have had the opportunity to work on this wonderful
project. During the internship I learned a lot about the Kenyan people
and their lifestyle and culture. I am impressed with the level of quality
and design of the Lornah Kiplagat Sports Academy and I am looking
forward to seeing the end result.“
Name
Date of birth
Word of the student
: Daniël Smit – Management Economics and Law,
: 01 – 03 – 1983
: “When I first heard of this project, I was interested straightaway.
Making a contribution to a developing country is something very special.
Because I have performed in top sport level myself, the Lornah Kiplagat
Sports Academy project has that extra special touch for me. When I was
in Kenya I got more and more enthusiastic about the project every day
and I now look forward to the end result. I believe that the academy will
be a good inspiration for other schools in Kenya.”
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Appendix C
2009
Bibliography
AllAfrica Global Media. (2008, December). Visited May 2009, on
http://allafrica.com/stories/200712041186.html
Boarding School Associations. (sd). Visited May 2009, on
http://www.myboardingschool.com/ProsNconsboardingschool.html
Brink, J. M. (2009, April 21). Renswoudehuis, The Hague, The Netherlands.
Central Intelligence Agency. (2008). Visited May 2009, on
https://www.cia.gov/library/publications/the-world-factbook/print/ke.html
Chepkitony, L. K. (2009, May 16). Member of Parliament. High Altitude Training Centre, Iten,
Kenya.
Creemers, J. (2009, April 25). Baraka Farm, Eldoret, Kenya.
Eldoret, S. d. (2009, May 13). Eldoret, Kenya.
Encyclopedia of Earth. (2008, September). Visited May 2009, on
http://www.eoearth.org/article/Water_profile_of_Kenya#Water_Resources_and_Use
Glossary.com. (1999). Visited May 2009, on
http://www.glossary.com/encyclopedia.php?q=Iten
Jowi, J. O. (2009). Moi University, Eldoret, Kenya.
Kalenjin Online. (sd). Visited on May 2009, on http://www.kalenjin.net/newsite/index.php?
option=com_content&task (htt)=view&id=27&Itemid=251
Kalenjin Online. (sd). Visited on May 2009, on http://www.kalenjin.net/newsite/index.php?
option=com_content&task=view&id=27&Itemid=251
Kenya Travel And Safari Information. (sd). Visited on May 2009, on http://www.kenyaadvisor.com/kenya-people.html
Khan, M. A. (2009, May 15). Westlink Electrical & Hardware Ltd., Eldoret, Kenya.
57 | P a g e
2009
Lonsdale, J. (2008, January). OpenDemocracy. Visited on May 2009, on
http://www.opendemocracy.net/article/democracy_power/kenya_ethnicity_tribe_state
Martel, L. (2006, September). Greg Mortenson. Visited on May 2009, on
http://www.sendgirlstoschool.org/resources/articles/
mbassy of the Republic of kenya - The Hague. (2008). Visited on May 2009, on
http://www.kenyanembassy-nl.com/about/aboutedu.htm
Obanyi, D. (2009). Boundless Architects, Nairobi, Kenya.
Obare, L., & J. B. Wangwe. (1998). World Rainforest Movement. Visited on May 2009, on http://
www.wrm.org.uy/deforestation/Africa/Kenya.html
Ojienda, T., & Aloo, L. O. (2006, November). GlobaLex. Visited on May 2009, on
http://www.nyulawglobal.org/Globalex/Kenya.htm
Olende, K. (sd). Socialist Worker. Visited on May 2009, on http://socialistworker.co.uk/art.php?
id=13841
ParentsCentre. (sd). Visited on May 2009, on Department for Children, Schools and Families
(DCSF):
http://www.parentscentre.gov.uk/behaviouranddiscipline/behaviouranddisciplineinschool/
Principal. (2009, April 15). Starehe Girls' Centre, Nairobi, Kenya.
Principal. (2009, April 27). SOS Secondary School, Eldoret, Kenya.
Principal. (2009, May 6). Alliance Girls' High School, Kikuyu, Kenya.
Principal. (2009, April 29). Precious Blood Secondary School, Nairobi, Kenya.
Robertson, C. (2007, December). History Department at The Ohio State University. Visited on
May 2009, on Origins: http://ehistory.osu.edu/osu/origins/article.cfm?
articleid=9&articlepage=4
Ruth Levine, C. L. (2008, January). Center for Global Development. Visited on May 2009, on
Safer Africa. (2004, March). Visited on May 2009, on
http://www.saferafrica.org/progs/safetySecurity/arms_management/assessments/mapping/Ke
nya/districts/koibatek.pdf
Secretary. (2009, May 6). Brookhouse International School, Nairobi, Kenya.
Snyder, S. (sd). The Water Project, Inc. Visited on May 2009, on
http://thewaterproject.org/water-in-crisis-kenya.asp
58 | P a g e
2009
SOS Children's Village. (2006). Visited on May 2009, on http://www.sos-schools.org/about-soschildren.htm
The Economist. (2008, May). Visited on May 2009, on
http://www.nextbillion.net/news/rethinking-the-poverty-line
The Embassy of Kenya - The Hague. (2008). Visited on May 2009, on
http://www.kenyanembassy-nl.com/
The Embassy of the Republic of Kenya in Japan. (2006, October). Visited on May 2009, on http://
www.kenyarep-jp.com/business/economy_e.html#02
The World Bank. (sd). Visited on May 2009, on
Too, J. K. (2009, May 12). Ministery of Water, Iten, Kenya.
UNESCO Ìnstitute for Statistics. (2007). Visited on May 2009, on
http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?
ReportId=121&IF_Language=eng&BR_Country=4040
Unicef. (1999, July). Visited on May 2009, on
Yator, P. K. (2009). Iten, Kenya.
Zylva, N. d. (2009). Editor. Arnhem, The Netherlands.
Summaries of the interviews held can be obtained on appeal.
59 | P a g e
i
http://www.kalenjin.net/newsite/index.php?option=com_content&task=view&id=27&Itemid=251
ii
iii
http://www.saferafrica.org/progs/safetySecurity/arms_management/assessments/mapping/Kenya/districts/koibatek.pdf
iv
v
vi
vii
viii
ix
http://www.myboardingschool.com/ProsNconsboardingschool.html
x
xi
http://www.sos-schools.org/about-sos-children.htm
xii
CIA Fact book 2000 est.
xiii
http://www.nextbillion.net/news/rethinking-the-poverty-line
xiv
http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=121&IF_Language=eng&BR_Country=4040
xv
http://www.parentscentre.gov.uk/behaviouranddiscipline/behaviouranddisciplineinschool/
xvi
http://www.kenyanembassy-nl.com/
xvii
http://www.kalenjin.net/newsite/index.php?option=com_content&task=view&id=27&Itemid=251
xviii
xix
xx
http://www.saferafrica.org/progs/safetySecurity/arms_management/assessments/mapping/Kenya/districts/koibatek.pdf
xxi
http://www.kenyanembassy-nl.com/about/aboutedu.htm
xxii
xxiii
http://www.kenyarep-jp.com/business/economy_e.html#02
xxiv
http://www.kenya-advisor.com/kenya-people.html
xxv
http://www.opendemocracy.net/article/democracy_power/kenya_ethnicity_tribe_state
xxvi
http://ehistory.osu.edu/osu/origins/article.cfm?articleid=9&articlepage=4
xxvii
http://socialistworker.co.uk/art.php?id=13841
xxviii
xxix
xxx
xxxi
xxxii
xxxiii
xxxiv
http://www.wrm.org.uy/deforestation/Africa/Kenya.html
xxxv
https://www.cia.gov/library/publications/the-world-factbook/geos/ke.html
xxxvi
http://www.nyulawglobal.org/Globalex/Kenya.htm

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