EDUCATION FOR CHANGE: DEVELOPING HIGHER EDUCATION PROGRAMMES IN PEACE AND HUMAN SECURITY IN UGANDA AND KENYA (PHS Project)
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DelPHE APPLICATION FORM – ROUND 4 (Issued September 2008)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.


DelPHE APPLICATION FORM

The lead HE institution partner (from one of the 22 bilateral focus countries) should complete this form in consultation with all partners and submit it to the local British Council office.  

 

It is recommended that applicants first read the DelPHE Guidance Notes & Financial Guidelines which provide step-by-step instructions on applying for funding.  If you would like any advice or assistance completing this form, please contact the appropriate British Council office.

  1.  

 

  1. PROJECT BASICS

 

  1. Title of the project

 

EDUCATION FOR CHANGE: DEVELOPING HIGHER EDUCATION PROGRAMMES IN PEACE AND HUMAN SECURITY  IN UGANDA AND KENYA (PHS Project)

 

 

  1. Type of partnership

Please indicate the type of project and list all the countries involved in this partnership. (Refer to Annex 4 of Guidance Notes for the different types of partnerships.)

 

Type of partnership

Lead Partner Country

Other Partner Countries

E.g. Multilateral

Zambia

UK, Zimbabwe, India & France

MULTILATERAL

 

 

KENYA

UGANDA, UK

 

  1. Project partners

Please include details for all project partners (please expand and add more tables as necessary).

 

LEAD PARTNER INSTITUTION

(please note Ministry Departments, NGOs and hospitals which are not affiliated to HEIs cannot be lead partners but can be involved as named partners)

Name of HE institution

 UNIVERSITY OF NAIROBI

Type of Institution, e.g. university (public or private), college, research institute, medical institution)

 

PUBLIC UNIVERSITY

Project coordinator

DR JOYCE MBWESA

Position

LECTURER

Department

EDUCATIONAL STUDIES

Address

UNIVERSITY OF NAIROBI

P.O BOX 30197

CODE 00100

NAIROBI

Country

KENYA

Phone

COUNTRY CODE:

+ 254

CITY CODE:

02

PHONE NUMBER:

0722-807306

Fax

COUNTRY CODE:

+ 254

CITY CODE:

02

FAX NUMBER:

245566

Co-ordinator’s email

joycembwesa@yahoo.com

Department website

www.uonbi.ac.ke

Department email

jmbwesa@uon.ac.ke

 

PARTNER 2

Name of partner

Makerere  University

Type of Institution, e.g. university (public or private), college, research institute, medical institution, NGO, ministry department, business)

PUBLIC UNIVERSITY

Project coordinator

DR. DEUSDEDIT R.K  NKRUNZIZA

Position

 LECTURER

Department

DEPARTMENT OF RELIGIOUS STUDIES

Address

DEPARTMENT OF RELIGIOUS STUDIES

MAKERERE UNIVERSITY, KAMPALA

P.O BOX  7062 KAMPALA ,

 UGANDA

 

Country

UGANDA

Phone

COUNTRY CODE:

+ 256

CITY CODE:

41

PHONE NUMBER:

542241/542265

Fax

COUNTRY CODE:

+ 256

CITY CODE:

41

FAX NUMBER:

542265

Co-ordinator’s email

dnkurunziza@hotmail.com

Department website

www.mak.ac.ug

Department email

faculty@arts.mak.ac.ug

 

PARTNER 3

Name of partner

COVENTRY UNIVERSITY

Type of Institution, e.g. university (public or private), college, research institute, medical institution, NGO, ministry department, business)

 

PUBLIC UNIVERSITY

Project coordinator

DR CAROL RANK

Position

SENIOR LECTURER

Department

CENTRE FOR PEACE & RECONCILIATION STUDIES

Address

COVENTRY UNIVERSITY.

PRIORY STREET

COVENTRY CV1 5FB

 

Country

UK

Phone

COUNTRY CODE:

+ 44

CITY CODE:

24

PHONE NUMBER:

76888758

Fax

COUNTRY CODE:

+ 44

CITY CODE:

24

FAX NUMBER:

78887861

Co-ordinator’s email

c.rank@coventry.ac.uk

Department website

www.coventry.ac.uk/peacestudy

Department email

N/A

 

PARTNER 4

Name of partner

 

Type of Institution, e.g. university (public or private), college, research institute, medical institution, NGO, ministry department, business)

 

Project coordinator

 

Position

 

Department

 

Address

 

 

Country

 

Phone

Country

Code:

+

City Code:

 

Phone Number:

 

Fax

Country

Code:

+

City Code:

 

Fax Number:

 

Co-ordinator’s email

 

Department website

 

Department email

 

 

 

  1. Project background 

 

Is your partnership a result of the British Council’s online DelPHE Partner Finding Tool? If so, please give details and any feedback on your experiences of using this tool.

 

No

 

 

How has the relationship with the partner institutions been developed, and how long have you been working together if this is not a new partnership?

If it is a new partnership please tell us what and how each partner will contribute and add to the project.

If partners have been working together for over 18 months – please tell us about your successes to date.

 

Development of relationship

The three partners collaborated in submitting a proposal for capacity-building in peace education in June 2008 to Edulink. In preparation of this bid the three project coordinators met in Uganda in May 2008. The bid was unsuccessful but constituted the basis for future collaboration . Dr Nkurunziza spent one year (2007-8) completing MA in Peace & Reconciliation Studies at Coventry University in order to enhance his expertise in peace studies.

Dr Rank and Dr Nkurunziza have been collaborating on an applied research project into peace education and conflict resolution training provision in Uganda since January 2008. Dr Rank has made two research visits to Uganda as part of this research project which is expected to continue to July 2009.

Dr Rank and the director of CPRS (Professor Andrew Rigby) made a visit to Uganda in November 2008 to meet with the partners and work on this Delphe submission.

How  each partner will  contribute:

The university of Nairobi will be the lead partner. Dr Mbwesa is committed to launching an MA in Peace Education at the University of Nairobi in response to the decision of the Kenyan authorities to introduce peace education into the school system.  Her specific contribution will be :

  • Planning  for implementation  of project activities l
  •   Coordination  of project  administrative  activities
  • Organization of   project workshops and stakeholders meeting among others.

Dr Nkrunziza and colleagues at Makerere University, along with staff from Coventry, will act as  resource persons  in the design  and development of the of the  proposed  courses programme. Dr Nkrunziza was the founder of the MA in Peace and Conflict Studies at Makerere University in 2004. He has requested Coventry University to assist him & his colleagues in developing a BA programme in Peace and Human Security Studies at the undergraduate level.

 Drs Rank & Rigby both have over 25 years experience of establishing and delivering peace studies programmes at undergraduate and postgraduate levels. They will act as consultants and advisors to the other two partners in the design and delivery of their respective programmes. They will be  Key advisers in curricular development  of the MA and  the BA courses

 

 

 

Has this partnership previously been in receipt of other DFID funding (HE Links, England Africa Partnerships or other) or applied for funding from Education Partnerships in Africa?  If so, please provide full details including how many years of funding you received and what was achieved. How will the proposed DelPHE project build on/complement this?

No

 

 

 

 

  1. Relevant experience

If appropriate, provide a short summary of the experience all partners have had in international partnership collaborations and project management.

 

  1. Centre for Peace & Reconciliation Studies, Coventry University was a partner of Nanjing University, China in a British Council Higher Education Links programme (2002-5) which resulted in the commencement of peace studies teaching within the History Department of Nanjing University.  The link of CPRS with Nanjing was highlighted by the British Council as one of its most successful.
  2. The University of Nairobi ,department of educational studies  is   partnering with the Free university of Brussels (2005-2009)  Funded by VLIR (Flemish inter-university council ) to  build capacity in ICT and Distance Education ,Build research capacity and  train staff at PhD level and Enhance inter-university co-operation and networking  between the university Nairobi and  free university of Brussels. Main achievements of this project have been - training of   5  members of staff   at Phd  level,More enhanced use of ICT at the university of Nairobi,  More networking of lecturers  between the university of Nairobi and Free University of Brussels . Dr. Joyce  Mbwesa, one of the proposed co-ordinators  of the Delphe project  has  been the deputy team leader of the project at the institutional level . 

 

 

 

 

 

 

 

 

  1. Project team

Who are the core members of the project teams at the lead and partner HEIs and what are the roles, responsibilities and contribution of each member?

 

Nairobi University:  Role, responsibility, contribution

Dr Joyce Mbwesa (Department of Educational Studies) Dr  Omondi  Bowa,  (Chair, Department of Educational Studies)

 

Dr Joyce Mbwesa (Department of Educational Studies) Dr  Omondi  Bowa,  (Chair, Department of Educational Studies)  will be lead partners  in the project with the following specific roles:

 

  • Planning  for implementation  project activities
  •   Coordination of the  project administrative  activities
  • Organization of   project workshops and stakeholders meetings
  • Facilitation of the  approval of the course  by the University authorities 
  • Participate in the course development  panels  that will  be  designing the MA and the BA  peace education courses
  • Presentation of the  developed MA courses  to the relevant university committees such as senate for approval
  • Participation in the project  steering committee 
  • Facilitation of the Publicity activities  of the  MA  courses in  Kenya including the Launching of the course  in Kenya
  • Recruitment of MA students
  • Retraining  and inducting of members of staff that will be teaching the course  at the university of Nairobi

Dr. Omondi Bowa will act as the deputy coordinator of the project  at  the university of Nairobi and will also serve as a member of the institutional  committee that will oversee the implementation of the project activities at the University of  Nairobi .

 

Junior  Members  of the department will be participants in the training activities of the project. They will also play major roles  during training workshops  in terms of logistics , as participants and also organizers

 

Makerere University, Role, responsibility, contribution

Dr Deus Nkurunziza (Department of Religious Studies) and Dr. Dr Jessica Kahwa (Department of Education)

  • Planning  for implementation activities at the local level
  •   Coordination of the administrative  activities at  Makerere University
  • Organization of   project workshops and stakeholders meeting s
  • Facilitation of the  approval of the  BA course  by the University authorities 
  • Participate in the course development  panels  that will  be  designing the MA and the BA  peace education courses
  • Participation in the project  steering committee 
  • Facilitation of the Publicity activities  of the  MA and BA the courses  at the  local levels including the Launching of the courses  in Kenya and Uganda
  • Recruitment of BA students
  • Retraining  and inducting of members of staff that will be teaching the course

Coventry University

Dr Carol Rank (Centre for Peace & Reconciliation Studies)

Professor Andrew Rigby (Centre for Peace & Reconciliation Studies)

 

Drs Rank & Rigby both have over 25 years experience of establishing and delivering peace studies programmes at undergraduate and postgraduate levels. They will act as consultants and advisors to the other two partners in the design and delivery of their respective programmes. They will be Key advisers in curricular development  of the MA and  the BA courses . Specifically , they will contribute to the project in the following ways :

  • Key trainers  for the academic staff and from Makerere  and  University of Nairobi who will be taking part in peace education Project
  • Project leaders in the implementation of the project activities
  • Key  Members of the steering committee

 

 

 

 

  1. Status of application

 

Is your application new, referred back or a non-supported proposal from a previous DelPHE round?  If referred back please tell us how you have responded to JSC recommendations and any feedback. How does this differ from your original proposal?

 

Also, please indicate here if this proposal has been submitted in previous rounds but did not make the BC overseas shortlist.

 

This is a new submission . I It has not been submitted in previous rounds.

 

 

  1. PROJECT RATIONALE - GOAL AND PURPOSE

 

2.1 Focus Areas

Indicate the Millennium Development Goal (MDG), theme and specialised subject area that this partnership falls under from the lists in Annex 2 & 3 of the DelPHE Guidance Notes. (Please select only one category under each area.) 

 

AREA

CATEGORY ( select only one, i.e. the most appropriate)

MDG (No. 1 – 8) (Annex 2)

MDG 8: Develop a global partnership for development

 

Theme (Annex 3 )

Governance and human rights

 

Subject specialisation (Annex 3)

Peace Studies

 

 

 

2.2 Project purpose (short-term impact)

Please provide a short summary on the overall purpose of the partnership –what is the key thing you are hoping to achieve by the end of the three year project?  What will be the main benefit, improvement or change on institutions and people in terms of improvements in HE capacity/ systems, and/or changes in behaviour and attitudes? (Maximum of 500 words)

 

The key purpose of the project is to enhance  capacity & professional expertise in the field of peace studies of partners in Uganda and Kenya through the following strategies:  

1. Establishment of a BA programme in Peace & Human Security Studies at Makerere University.

2. Establishment of an MA programme in Peace Education at University of Nairobi.

The project is  set to enhance, improve  and build academic,   institutional  and  research capacity of Makerere University and University of Nairobi in Kenya . The project Purpose is  therefore is to enhance skills and knowledge in peace education  for the university staff  and postgraduate students participating  in  the project by Establishing  a BA programme in Peace & Human Security Studies at Makerere University and an  MA programme in Peace Education at University of Nairobi..  This will go along way in professionalizing  Peace education in the region .

The  primary  target groups that are expected to directly benefit from the project include  :

  • lecturers from  Makerere and university of Nairobi  who will be trained in  Coventry University   to teach the new curricular on peace education will have opportunities enhance  their skills and knowledge in peace education . This will go along way in enhancing their career ambitions and encourage academic networking between experts  and international scholars  in Peace education  from the UK universities  and the amongst themselves.
  •  Other direct beneficiaries of this project will be the postgraduate  students  who will  be the core participants  in the MA  course at University of Nairobi and the Undergraduate students who will be  taking the BA course  at Makere University.   They will have opportunities to get training in this very important  peace education  discipline and this will go along way in enhancing their career opportunities and development.
  • leaders in Government Institutions such as ministries and Non Governmental organizations (NGOs) engaged in peace initiatives in the region.  These gropus will be expected to participate in the workshops  that will be organised through the project. 

 

 

  1. Project goal (wider impact)

Please provide a summary of the long term goal of the partnership – what are the wider MDG related problems and opportunities (country and or regional level) that the project will help to resolve? (Maximum of 500 words)

 

 

Uganda and Kenya face a set of inter-locking challenges: 1) Poverty, 2) Lack of good governance; 3) Corruption and 4) Fractured society vulnerable to violent conflict.

One approach to the tackling of these MDG-related problems is to help develop a generation of qualified and competent change-agents through the Higher Education  sector.

Thus, in Kenya, following the post-election violent conflict of 2008, it was resolved to introduce peace education into the school sector. However, there is a severe shortage of teachers competent to teach the subject. The MA in Peace Education at Nairobi University is intended to meet this need.

In Uganda there are several MA programmes in Peace and Conflict Studies, the graduates of which have tended to find employment with international and national NGOs. However, there are many committed young peace-workers who lack the qualifications to enter such post-graduate courses. The establishment of an undergraduate BA in Peace and Human Security Studies is intended to provide such people with an avenue for the development of their capacities as agents of change at the community level and beyond. The choice of ‘Peace and Human Security’ as the field of study reflects awareness of the importance of linking the analysis of peace and conflict issues to poverty reduction, good governance and human rights.

The  project  intendeds to  improve the quality, content and methodology of peace education and training in conflict transformation in Kenya and Uganda through  Joint  development of curricula , methodologies and  resources. It is set to enhance, improve  and build academic,   institutional  and  research capacity  in Peace education   of the Universities of Makerere and Nairobi.

 

The project hopes to build the  capacity of educators from the region to contribute to educational, social, and cultural change through peace education. It is designed to enable participants to effectively engage in peace education at all levels, from the design of educational policy to the development of effective and culturally relevant peace education programs, to the practical  skills of teaching for peace both in and out of the classroom

It is anticipated that the successful establishment and delivery of the two peace studies programmes can act as exemplars to other HEIs in Uganda, Kenya and the wider East African region.

 

 

 

 

  1. Stakeholder and needs analysis

Please identify your primary, secondary and external stakeholders / beneficiaries?  What will the benefits of your project be to these stakeholders/ beneficiaries? 
 

Primary Stakeholders - Customers /Beneficiaries (Initial or immediate users of products or services which arise from the project)

Secondary Stakeholders - Project team, Suppliers, Clients & Partners (Those involved in delivering the project)

External Stakeholders (Those who are neither directly affected by the project nor intermediaries in the process but will have an influence on decision making and implementation and those who will benefit in the longer term, i.e. malaria patients, school children or farmers etc)

Type

Who are they?

What are the expected benefits to stakeholders?

Numbers

 

Primary

Academic staff and students at the two universities in Uganda and Kenya

 

 

 

 

Academic staff: Enhanced capacity to deliver courses in peace studies within their respective institutions. Students: Knowledge & skills in peace studies field that will enhance their capacities as change agents within their respective societies.

Within life-time of project – six staff from Makereke & Nairobi (3 + 3) to obtain qualification in Conflict Resolution Skills through provision of scholarships by CPRS.  20 staff (10 + 10) to be trained at Makerere University. Universities.

Expected student numbers: 30 a year.

Secondary

Project team & colleagues

 

 

 

1. Enhanced capacity to deliver courses in peace studies within their respective institutions.

 

2. Development of joint applied research projects.

 

 

3. Establishment of a professional network of peace educators in the East African region.

1. Six project team members plus colleagues – total of 40

2. Six project team members plus other colleagues.

 

3. 50 – 100 educators from the formal and informal sectors in the East African Region.

 

External

 

 

1. University administration

2. Government ministries dealing with education

 

3. Ultimate beneficiaries are the publics of Uganda & Kenya whose life chances have been deteriorating under the impact of poverty, lack of good governance, violence, corruption and human rights abuses.

 

1. Provision of new quality programmes within their institutions

 

2. Supply of qualified teachers to deliver peace education within different educational sectors

 

3. The overall aim of the project is to increase the supply of qualified ‘change agents’ who can act within their own institutions, communities and the broader East African region to address the challenges of realising the MDGs.

 

 

 

 

Have you conducted a needs analysis with stakeholders, and how will you ensure their interests have been addressed and that they are actively engaged?

 

Uganda:

Dr Nkrunziza & Dr Rank carried out a scoping exercise of the provision of peace studies within the higher education sector in Uganda. This led to the identification of a ‘gap’ in the field at the undergraduate level. Informal discussions and ‘market research’ with staff of peace-building NGOs and community-based organisations confirmed the need for this type of programme as a means of developing the capacity of young change agents in Uganda.

Kenya:

Following the political violence of early 2008, the Kenyan government decided to introduce a peace education component into the school curriculum throughout Kenya. There is now the problem of developing the capacity of teachers to deliver such programmes.

Dr. Mbwesa conducted a scoping exercise of provision of peace education programmes in Kenya in the context of the manifest need for competent teachers of peace education. The proposed MA in Peace Education to be delivered by the University of Nairobi is aimed at meeting this need.

In the process of planning the curricula of the two programmes, regular consultations will take place with representatives of the relevant stakeholders. The consultations will include a three day workshop at the commencement of the project.

 

 


 

Are there any risks/conflicts of interest?

 

The only significant risk would be that the relevant university authorities refuse to approve the programmes. This is considered to be a very slight risk given the ‘gaps’ in provision the programmes are intended to fill.

 

 

 

 

2.5 Institutional provision and communication strategy

 

Please provide an overview of the current provision which exists at the lead partner institution in the identified focus subject area. What tangible difference will this project make in helping to build and strengthen capacity at the lead and any focus country partner institution(s)?

 

Makerere University has for the last 5 years offered an MA course in Peace studies. The BA in Peace and human security studies  will therefore  strengthen the capacity to provide professional and academically rigorous undergraduate programme in peace studies.  

On the other hand , the university of Nairobi offers a certificate  course in conflict management . There has not been postgraduate course that can make provisions  for rigorous study  and research in this thematic area. The proposed MA course for the university of Nairobi will therefore go along way in filling this gap .

 

 

 

 

 

 

 

 

 

 

 

 

 

How will partners communicate with each other and what will be done if the relationship encounters problems or breaks down?

 

 

Project  activities will be managed and implemented   through  a participatory approach with a  very  clear  structure that will involve the participation of the three  partner institutions  and other  stakeholders in the project.  The Project management structure  will  include an overall  Steering  Committee  (SC) that will oversee the co-ordination , management and the implementation of the project actions . SC steering committee will therefore be in charge of managing  and ensuring   the timely implementation of  project activities.  It will also be the main decision making  committee . However implementation of the activities will take place at  the institutional levels .  The  steering committee will constitute of  the four principals  from  the three partner institutions . Specifically this will be : Prof. Adrew  Rigby  and Dr. Rank from Coventry university, Dr. Deus Nkurunziza   from Makerere  University   and Dr.  Joyce Mbwesa from University of Nairobi.

 

Project Institutional committees will be  established  in the three universities  to oversee the co-ordination , management and the implementation of the project actions  at the Local level.  Each local committee  will constitute of at least four members  under the leadership of  a team leader. Dr. Nkurinziza and Dr. Mbwesa wil be the  team leaders  at the university of Nairobi and  Makerere university respectively. The institutional based committees will be responsible for managing and coordinating  the Project  activities  at the institutional levels. The institutional committees will be expected to report to the steering committee  about the progress of implementation of the project activities at the local levels

Regular exchange visits between three partners have been built into this proposal which will supplement the normal communication via email etc.

A memorandum of understanding is to be drawn at the onset of the project  between the three partners. The MOU will address the issue of problems that may be  encountered during the life of the project .  However , It is not anticipated that the relationship will encounter any serious problem given the degree of commitment of all partners and the level of trust already established. We know we can work together.

 

 

 

 

  1. – Wider country relevance

 

What wider social/economic development needs of the lead and any other focus countries are you addressing?  Is there any tie in with development priorities/ strategies of national and/or regional representative bodies/ government?

 

Why is project relevant to social/economic development needs of focus countries (U & K)

Around the globe, war, violence, and ongoing civil strife continue to devastate the lives of      Millions of people. Entrenched poverty, inequalities, and natural disasters all contribute to creating a weakened environment for conflict situations to take root. Today, nearly 40 countries, or some 100 million people, are experiencing internal conflicts, ethnic violence, and guerrilla warfare. Since 1989, 97 out of 103 armed conflicts have been internal, and 90 percent of all war casualties have been civilians (World vision 2006).

 

The East African region has not been an  exception either. For the last few decades, this region has experienced civil strive that continue to devastate the lives of many . For instance,  early this year , Kenya which had for a long time been considered as stable experienced the worst  post – election  and ethnic violence in  its history  that left many homeless, devastated and full of anger. In the last few decades, violent conflicts and instability have also been witnessed in other East African countries such as  Somali,  Rwanda,  Ethiopia , and now Zimbabwe which is mounting with tension after the general elections conducted early this year.

 

Civil unrest is the primary obstacle to economic growth and development in  many developing countries. War and violence often impede development in countries where civil strife flourishes, in some instances, reversing social and economic progress. Increasingly, communities around the world are in need of support systems to defuse potential and existing conflicts and to help foster enabling conditions for peace to take place, including strengthening traditional reconciliation mechanisms.

 

In recent years, there has been a growing, world-wide recognition of the central role played by education in meeting the complex demands of peacemaking and peace building. Often lacking, however, are individuals prepared with the knowledge and skills to act as leaders for educational reform to support sustainable peace processes. This project  intends to   address this  dire need  for capacity  in peace education in this region. The project hopes to build the  capacity of educators from the region to contribute to educational, social, and cultural change through peace education. It is designed to enable participants to effectively engage in peace education at all levels, from the design of educational policy to the development of effective and culturally relevant peace education programs, to the practical  skills of teaching for peace both in and out of the classroom.

 

 

 

3. PROJECT METHODOLOGY & RESULTS

 

3.1 Outputs and Outcomes

Please give details of the expected outputs and outcomes from the project, i.e. what will be produced within the life cycle of your DelPHE project.  All applicants must complete all boxes in outcome 4, but should only otherwise complete boxes relevant to their project.  

 

Please be realistic and only provide information on those outputs and outcomes which apply to your project and can sensibly be achieved.   

 

Please also tell us about the success indicators or positive changes you hope to bring about that you will be evaluating your project against.

 

 

OUTPUT 1 (countables and deliverables)

Internationally recognised joint research studies/ publications

No. of planned joint research initiatives

It is expected that joint applied research initiatives will be one of the longer-term outputs of this project, but these are unlikely to take place during the lifetime of this Delphe project.

Titles and whether aimed at national or international audiences

 

Type/level of research

 

Who will own the Intellectual Property Rights?

 

Stakeholders/ Beneficiaries

 

Activity period, i.e. year 1, 2 or 3

 

Project partner institutions who will be involved in this activity

 

Expected impact of research findings by end of project 

 

Success Indicators*

 

Assumptions and risks

 

* Success indicators for outputs should focus on efficiency (time, costs and quality).

 

OUTPUT 2 (countables and deliverables)

New / revised programmes and courses developed  which are relevant to country needs

Title of any new courses /modules to be developed

LEVEL

(i.e. undergraduate, postgraduate, Masters, diploma, certificate, modules)

STATUS

(i.e. new/revised)

1.  BA: Peace & Human Security Studies

Undergraduate

New

2. MA: Peace Education

Postgraduate

New

3.

 

 

4.

 

 

5.

 

 

(Add further lines as necessary)

 

 

Which HE institution will be the awarding body particularly for any new courses?

Please note wherever possible this should be the lead partner HEI

BA: Peace & Human Security Studies – Makerere University.

MA: Peace Education – University of Nairobi

Activity period, i.e. year 1, 2 or 3

MA in Peace Education (Nairobi) to be introduced in year two. BA (Makerere) to be introduced in year three

Current provision in these subject areas in all partner countries

No provision

Target market & anticipated student numbers per annum, by project end

Uganda: Young people seeking to make a difference in their society, who want to enhance their capacity as change-agents and obtain a recognised and respected academic qualification in the field.

Anticipated student numbers: 30 per year.

 

Kenya: Teachers and trainee-teachers seeking training in peace education in order to implement the government’s new initiative in this area.

Anticipated student numbers: 30 per year.

Evidence of demand for courses – expected student enrolment?

See 2.4 above. Scoping exercises have been carried out in Uganda and Kenya which identified ‘gaps’ in the provision of peace studies programmes. Expected student enrolment will be 30 per programme.

Success Indicators

1. Approval of the two programmes by the relevant university authorities in year one.

2. Introduction of the programmes in year two.

3. Successful recruitment of students and delivery of programmes.

Assumptions and risks

 

Assumption is that the university authorities will approve these proposed programmes.

 

OUTPUT 3 – (countables and deliverables)

Professional development and staff training

ACADEMIC STAFF

 

What training of HEI staff and students will be undertaken?

January 2010: Workshop on developing syllabus for the BA Programme in Peace and Human Security studies and MA Peace Education. Venue-Nairobi

April 2010: Two weeks training for the staff from Makerere University (8) and from University of Nairobi (8) at Makerere University. Building capacity of the project team to develop curriculum and teach peace studies at undergraduate & postgraduate levels.  Makerere University

November 2010:  Curriculum Development workshop (5 days) . Venue Kampala.

February 2011: Three days workshop to review the curriculum modules. Venue – Nairobi

January 2012:  Three days symposium on Peace and Human Security studies in East Africa. Venue-Kampala January

Who will be trained, and what level e.g. academics, administrative staff, under graduate/ postgraduate

Academic staff from Makerere and University of Nairobi

When – Proposed activity period: year 1, 2 or 3

See above for proposed timetable (years 1, 2 & 3)

Numbers of staff involved in Professional Development Training

Eight academic staff members (four each from Makerere University and Nairobi University) for the initial development of syllabus, two-week training programme  at Makerere University  with trainers from  Coventry University.  There will also be subsequent curriculum development and evaluation workshops.

Frequency (e.g. one off, on request, annually)

Annually in order to build capacity especially for key trainers.

Benefits of training

Enhanced capacity to deliver professional, high quality peace studies programmes.

Assumptions and risks (how will brain drain be avoided)

Aim of programme is to increase supply of trained and qualified ‘change-agents’ to work within their own countries to realise the MDGs.

WIDER COMMUNITY AND POLICY LEVEL

 

Planned training of wider community/ professionals

January 2012: Three day. symposium on Peace and Human Security studies in East Africa. . Launch of East African University Peace Education Network (EAUPEN)

Venue-Kampala Venue-Kampala.

April 2012: Publication and Dissemination of the symposium-proceedings as first issue of ‘East African Journal of Peace Education and Good Governance’

Target audience and level e.g. junior midwives, senior civil servants, ministry officials

All those in the East African region interested in developing the role of HEIs in the promotion of good governance and the nonviolent handling of conflict. This will include academics and teachers in the formal and informal educational sectors, civil servants and Ministry of Education officers at national and local levels.

When – Proposed activity period: year 1,2 or 3

Year three

Number of people to be trained

50 a year participating in the annual symposium

Frequency (e.g. one off, on request, annually)

Intention is for EAUPEN to have annual symposia.

Benefits of training

Increased awareness of the potential role of HEIs in developing capacities that will result in the promotion of good governance and the realisation of other MDGs.

Assumptions and risks

Successful implementation of programmes at Makerere and Nairobi Universities will act as templates and exemplars for others to follow throughout the wider East African region.

 

Please note that successful projects will be required to provide statistics in the annual progress report on the total number and gender of all project participants.

 

 

OUTCOME 4  (attitudes and behaviours)

Increased gender parity and numbers of women taking part in research and partnership courses

Total number of project team members

 6

How many of these are women?

 3

Estimated total number of participants in wider project activities, i.e. number of people to be trained, students undertaking newly designed courses

Nairobi may  have about 30  with 45% women .

Estimated no. of how many of these will be women?

18

No. of women taking part in research and new/revised courses?

18

What steps will the project team take to ensure (where appropriate) women are involved in project activities?

We shall use affirmative action where  a certain quota  (  30%) will be assigned to women students only

Success Indicators*

No of women who will have successfully completed the course

Assumptions & risks

We assume that all participants will complete the courses . The greatest risk is Drop-out cases for participants.

 

*Success indicators for outcomes are the positive changes you hope stakeholders will experience as a result of the project.

 

OUTCOME 5 (attitudes and behaviours)

Improved networking and exchange of information between partner institutions

What are your plans for wider networking beyond the partner HE institutions?

E.g. participation in research group, regional conference, regional research projects/publications?

The three partners plan to have greater partnership beyond the project in the following areas :

 

  1.  

 

 

  1. Network: It is planned in the third year of the project that partners will   Launch  a network tentatively called the  East African University Peace Education Network (EAUPEN)  to champion the cause for peace in the East  African region . This network will have membership from other universities in the East African region

 

  1. There is a plan for a Three days symposium on Peace and Human Security studies in East Africa to be held in Kampala in 2012. This symposium will draw participants from  universities in the East African Region

 

 

  1. Research : Joined research studies  in  peace and conflict management

 

  1. Joined publication . Proposals have been made by the three partners to Launch a Journal  to be known as East African Journal of Peace Education and Good Governance’ to be Launched in the third year of the project. Through this journal , scholars in peace education would have an avenue to publish research works in this area.

 

When; year 1, 2, 3 or post DelPHE project

Year 3

What is the scale of this activity (e.g. regional conference with 1,000 attendees)

Regional with about 100 participants.  

 

Who is involved (i.e. no. of participants per HE institution, which institutions & countries)

The conference plans to have at least 10 participants from 6 universities . The Universities are: Nairobi University, Kenya

Moi University Kenya

Makerere university , Uganda

Kampala international University Uganda

Dar es Salaam University – Tanzania

Sokoine university- Tanzania  

Benefits of participation?

 

  1. Opportunities  to share research in peace education  and enhance networking.
  2. This conference will be used  to launch the planned for  East African University Peace Education Network (EAUPEN)  to champion the cause for peace in the East  African region

 

Success Indicators

  1. Number .of papers to be presented
  2. The Launch the   East African University Peace Education Network (EAUPEN)  to champion the cause for peace in the East  African region

Assumptions & risks

Low budget that may limit the participation of more participants . We however hope to seek for supplementary funding from the participating universities to support this symposium. 

 

Outcome 6 (attitudes and behaviours)

Improved management and administration within HEIs in the focus countries

What are the planned changes to systems or processes (financial, administrative/ managerial) at the lead HE institution? 

 

What are your plans for leadership and/ professional or personal development or training for senior staff at the HE institution?

 

 

 

What are the wider benefits and how will you share and disseminate the lessons learned?

 

 

 

What are the benefits of changes to the HE institutions?

 

 

Success Indicators

 

Assumptions & risks

 

 

 

4.   MONITORING, EVALUATION AND SUSTAINABILITY

 

4.1 Monitoring progress and evaluation mechanisms

Please tell us about any baseline studies or audit partners have conducted, or will conduct against which you will be able to measure the success of your project.

 

It will be a requirement for the project team to review and assess the progress of the project at regular intervals, and report back to British Council.  What processes and systems will you use to monitor and evaluate your progress against stated outputs, outcomes and purpose?  What evidence will you collate?

 

Project activities and achievements will be monitored and evaluated through a  variety of means . One, monthly meetings at the institutional levels will assess the  achievement of activities   as outlined in the action plan .  The meetings will be held  in the framework of Institutional committees (IC) under the leadership of   team  at the local levels . The outcome of such meetings will be  monthly reports about each of the actions scheduled for that month . The monthly reports  from institutional committees will be  submitted to the steering committee   and will constitute part of the  formative evaluation repots .

 

Secondly, the Steering Committee   will institute  and integrate  a formative evaluation  framework  to collect data  and information about the state of  the  project activities after every three months . In addition, a monitoring  system  will be   devised  and adopted to track the extent of achievement  of each of the actions.  Such a monitoring system will be adopted as  part of the  management tool for the project.

 

A sort of  summative evaluation for each year   will  be conducted  to gather data about the  extent of achievement  of the project actions for that period of time.  Data for such evaluation will  be  collected through a variety of means including  analysis  of  IC monthly reports  and information from the monitoring  system . Observations , interviews and even questionnaires will also complement the other methods of data collection .  It is expected that  such evaluations will  generate reports detailing the extent of achievement of project activities.   These reports will be   important tools  that will be used   in the preparation of the   continuous reporting  to the Delphe secretariat.

 

The following are specific planned meetings that will constitute part of the monitoring mechanisms: 

January 2010: Strategic meeting of the project  steering committee

July 2010: Monitoring and  evaluation meeting  by the project steering committee. Venue Coventry

February 2011: Monitoring and Evaluation meeting by the Project steering committee. Venue-Nairobi following workshop to review modules and curricula for the two programmes.

June 2011: Monitoring and evaluation meeting by the project steering committee following launch of MA in Peace Education at University of Nairobi.

January 2012: Monitoring and Evaluation meeting of the project steering committee following launch of BA in Peace and Human Security Studies at Makerere and the regional symposium

July 2012: External evaluation of the project.

August 2012: Final Evaluation meeting of the project: Lessons learnt and the way forward

 

 

4.2 Sustainability

How will the knowledge and skills be embedded in the lead/ other focus country HEI institutions in a sustainable way?

 

Detail how the stated outputs and outcomes will be sustainable after funding has ended, e.g. further funding, institutional strategy, recruitment of students to new courses.

 

SUSTAINABILTY : The  project is likely to be faced by challenges such as  differences in accreditation systems w between the university of Nairobi  and Makrere university  and  and delays in approving the courses developed by the  university’s senates . However , sustainability  of the project activities will be addressed  through a  variety of means .  First , the MA  and  and BA  developed  will be   presented for  consideration  and adoption  by the existing  academic management boards of the participating institutions  such as senate and the Dean committees.   These courses will then be   offered through the already existing relevant school and departments.

Credit transfer systems  will be developed  and presented for consideration  by the two universities. This will ensure that that the courses are  entrenched,     legalized and  adopted as part of the normal and legal  curricular of the Universities .  Moreover the  MA and  other courses designed and developed will meet the  requirements of  other postgraduate  and undergraduate courses in the universities .  Rules and regulations governing other postgraduate and undergraduate courses will also apply for the  MA and BA  program .

Financial sustainability :  By and large,  students wishing to pursue both the MA  course and and the BA  courses will  be  expected to pay  tuition fees and other charges to cater for the cost of managing the  program . The amounts of fees to be paid will be   determined  by the existing  University fees structure .  Such an arrangement will go along way in ensuring the financial sustainability of the  courses  way after the Delphe project’s  life  span.

Lastly,  the courses  developed will be   considered and  adopted  by the Universities senates .  This will guarantee local ownership .  Essentially,  the Delphe  project will only facilitate  the   process of designing and developing and entrenching the  the MA and the BA  courses  in the legal frameworks of the Universities .

One of the actions of the   project is to sensitize governments units,  NGOs  and other universities in the region  about the new  peace education  curricular .  This coupled with continuous networking with other institutions will go along way in  stretching the scope  of the network. This will allow  other  partnerships to replicate the  Keya –Uganda   peace education initiative  hence  extending  peace education capacity  building in other African regions such as the Wider East African region .

4.4 Dissemination and Knowledge Transfer  

How will the project team share information and skills more widely with stakeholders, beneficiaries, and other universities/ organisations?

Please tell us more about the level of engagement of policy makers and appropriate local organisations in your project at this stage?

 

How will any outputs/outcomes from your project be applied on the ground and translated into practice?

 

 

Dissemination and Knowledge Transfer  

Project lessons and experiences will be  disseminated through  workshops and  seminars. Specifically an international conference   drawing participants from Kenya , Uganda and Coventry university  will be organised in 2012 as part of the closing event. During this conference, there will be presentation of papers  from key stakeholders on the project achievements  and experiences.  Students who  will have graduated from the project will also present papers based on their research projects .  This conference will draw participants not only from the participating institutions but also from other  universities  and NGOS.

 

The project will work closely with university management at  the senate level such as the vice chancellors and  other top management  officials. These  are the key persons who influence policy making both at the institutional  and  government levels . Their engagement in the project will ensure support of project activities  and sustainability.

 

The main outcome of this project basically entails building capacity in peace education.  The project will therefore result in professionals who can serve in the universities  and other organizations such as NGOs as trainers and key change agents in the society .  The project  will therefore have a multiplier effect  especially in strengthening capacity in  this dire  area of  peace building. For instance ,through the MA course in peace education , the project  will produce  professionals at the university level who will then spearhead the training of teachers  to handle  the newly introduced peace education in the Kenyan school curriculum.    

 

 

 

 


5. PROJECT PLANNING & FINANCES

 

5.1 Year 1 activity

Please give an overview of the proposed activities in the first year and link these to delivery of planned outputs for year one; include brief details of any visits, workshops, training activities, field work and any regional events.  

 

 

SN.

ACTIVITY

OUTPUT

1

3 days consultative workshop with stakeholders on developing higher education programmes in peace and human security studies in Uganda and Kenya. Venue-Nairobi.

This workshop will constitute  20 participants  , 10 from Kenya and 10 from Uganda  and 6 resource persons .

 

A strategic plan on  the best way to develop the proposed BA  and MA curricular for University of Nairobi and Makerere University : 

2

3 days workshop on developing the syllabus for the BA Programme in Peace and Human Security studies and MA Peace Education.  Eight participants  drawn from the three universities  who will serve as  subject panels

A draft  curricular for MA and BA courses .

3

Strategic meeting of the project  steering committee

A report on the progress made in the writing of the syllabuses

4

Presentation of the syllabus to the respective universities for Approval

 

5

Training ( 14 days) for the staff from Makerere University (6) and from University of Nairobi (6) at Makerere  University-Building capacity of the project team to develop curriculum and teach Peace Studies

12 trained staff from  Makerere and Nairobi university as part of capacity building

6

Monitoring and evaluation meeting by the project steering committee.

Report on milestones made in the project

7

Curriculum Development workshop (5 days)- Uganda

Draft curricular

8

Development of modules by the project team members

Training modules  for MA and BA proposed courses

 

 

 

 

 

 

 

5.2 Year 1 budget (see below for Years 2 & 3)

Please provide proposed budgets for the first activity year.

 

 

 

ACTIVITY

COST

TOTAL AMOUNT £

1

3 days consultative workshop with stakeholders on developing higher education programmes in peace and human security studies in Uganda and Kenya. Venue-Nairobi

  • Travel/ tickets two participants from Coventry @ £750 = £1500
  • Travel/tickets for 8 participants from Uganda @ £100 =  £800
  • Travel for 8 participants from Kenya @ £50 = £400
  • 3 days workshop  18 participants

Accommodation @ £60 x3 x 18 = £3240

Subsistence @ £30 x3 x18= £1620

 

 

1,500

 

800

 

400

 

3,240

1,620

£7560

 

2

3 days workshop on developing the syllabus for the BA Programme in Peace and Human Security studies and MA Peace Education

3 days (8 participants)

  • Accommodation:  @ £60 x 3 x 8 = £1440
  • Subsistence @ £30 x 3 x 8 = £720

 

 

1,440

720

 

£2,160

 

3

Strategic meeting of the project  steering committee

1 day 4 participants

  • Accommodation:  @ £60 x 1 x4 = £240
  • Subsistence @ £30 x 1 x 4= £120

 

240

120

£360

4

Presentation of the syllabus to the respective universities for Approval

- Facilitation for  office, stationery, telephone and administration cost (Makerere,-Nairobi) @ £300 x2

 

 

£600

5

Training ( 14 days) for the staff from Makerere University (1) and from University of Nairobi (1) to participate in the summer  postgraduate  certificate course  at Coventry University-Building capacity of the project team to develop curriculum and teach Peace Studies

14 days 2 participants

  • 2 Tickets @ £750 = £1500
  • Accommodation @ £50 x 2 x 14 days  = £1400
  • Subsistence @ £35 x 2 x 14 days = £980
  • Visa costs for two  £100

 

 

1,000

 

1,400

980

100

 

 

£4880.00

6

Training  workshop for 16  academic  staff  at Makerere  university

  • Travel/tickets for 8 participants from Kenya  @ £100 =  £800
  • Travel for 8  participants from Uganda a @ £50 = £400
  • Accommodation and subsistence    for 18 persons  at £35 per day for  3 days £1890
  • Travel/ tickets  for two Resource persons from Coventry university @ £750 = £1500

 

 

 

 

 

 

 

 

 

 

£4590.00

 

7

Curriculum Development workshop (4 days)- Uganda

  • 2 Tickets from UK @ £750 = £1,500
  • 4 tickets from Kenya @ £100= £400
  • Accommodation 4 days x 10 @ £60 = £2,400
  • Subsistence 4 days x 10 @ £30 = £1,200
  •  

1,500

400

 

2,400

1,200

£5,500

 

8

Development of modules by the project team members

Training material @ £120x 8 = 960

£960

 

Equipment :

1 desktop @£ 400

1 Laptop @ £700

1 desktop @£ 400 1 x400= 600

1 Laptop @ £600 1x700 =£ 600

£1100

 

! full  time administrative  secretary  @ £70 per month  for 12 months

@ £70 per month   x 12 months = £840

£840

 

 Office Stationery  @ £60  per month for 12 months

£50 x 12 = £720

£720

 

 

Total 1st year

£29,270.00

 

 

* These are examples of budget headings; please add further headings as relevant for your project costs. £

 

Year 2 and 3 budgets – Successful projects should expect to receive around the same level of funding for Years 2 and 3 that is awarded in Year 1. All successful projects will be asked to complete a detailed project planning spreadsheet with detailed activity plans and costs for Year 1 and subsequent years.

 

5.3 Other sources of funding

 

Do you plan or, are already in receipt of other sources of funding to carry out related activity? Please provide full details of the amount, nature & source of this funding.  

 

Coventry university hopes to contribute to the project by proving two scholarships for two members of staff  to undertake further postgraduate  training in peace studies from Coventry university . This is to be confirmed . 

 

  1. AUTHORISATION & SIGNATURES

 

REQUIREMENTS FOR DELPHE PARTICIPATION

By completing this application form, departments of partner institutions are agreeing to become members of the growing DelPHE community and database.  By opting into this facility you are agreeing to receive messages regarding DelPHE and for general information on your project to be shared across the programme.

 

If any partners do not wish to be added onto this facility, please indicate this here.

 

 

 

 

 

 

Projects will be evaluated annually against stated outputs and activities and will be required to submit progress and financial reports. Failure to comply with these reporting procedures could result in terminating the project and the withdrawal of DelPHE funding.

 

By completing this document we understand you confirm your commitment to adhere to this reporting procedure. On successful projects, the application form and activity plan will act as a Memorandum of Understanding between the partner institutions and the British Council.

 

SIGNATURES

 

Lead Partner 1 - Signature, position and institution.

 

 

 

 

 

Partner 2 – Signature, position and institution.

 

 

 

 

 

 

Partner 3 – Signature, position and institution.  

 

 

 

 

Add further signature boxes if required

 

 

 

EXISTING HEI AGREEMENTS

 

 

Please indicate whether a partnership agreement, terms of reference or an MoU is in place setting out the requirements and roles of all partners Yes

Yes .

 

 

DECLARATION ON AVAILABILITY OF RESULTS OF DelPHE PROJECTS

 

 

Do you agree to make any dissemination materials resulting from projects such as research papers, or recommendations, as appropriate, available to other HEIs in developing countries? Yes

 

  1. BRITISH COUNCIL AND DFID SUPPORT  (To be completed by BC overseas staff)

 

 

7.1 BRITISH COUNCIL SUPPORT

 

 

Total no. of applications received for DelPHE funding.

 

How many of these applications fall under each of these categories?

 

Bi-lateral

 

Multi-institutional

 

Multi-lateral (3 countries)

 

Multi-lateral (3+ countries)

NB: Please indicate how many countries are involved)

 

How many of the applications fall under each of these categories?

 

South-North (involving UK institutions)

 

South –South

 

South-North ( not involving UK institutions)

 

How many of your applications have been short listed and submitted to the UK?

 

Priority ranking for this proposal, in numerical order (1-5)

 

Are all partner institutions in this application eligible to apply for DelPHE funding?

 

 

 

Please provide any relevant information about the local partner institutions.

 

 

 

 

 

 

 

How will the proposal contribute to strengthened HE institution capacity – and is this addressing a key need for HE in this country?

 

 

 

 

 

 

 

 

 

What is the direct relevance of the project to the local context and how will this application support wider social/economic development needs of the lead country/ region?

 

 

 

 

 

 

 

 

How does this proposal fit with local British Council strategic priorities and the priorities of other major stakeholders in the region, i.e. other projects or programmes?

 

 

 

 

 

 

 

 

 

7.2 LOCAL DFID SUPPORT

 

 

 

 

 

 

 

 

 

 

 

All proposals should be discussed with an appropriate local DFID adviser. Please contact British Council’s DelPHE team in the UK for appropriate DFID contact in your country. 

 

Please provide details of which adviser the application was discussed with and give their comments and recommendation. It would be helpful if they could include an indication of how this project lines up with other DFID initiatives in the region.

 

If it has not been possible to obtain any comments please indicate why.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Signature of BC Director / DelPHE Manager

 

 

 

 

Date:

 

 

 

 

Activity type: 
Others
Location: 
CEES- KIKUYU CAMPUS
Contact: 
Principal, CEES.