Training Module Education Officials

REPUBLIC OF KENYA
MINISTRY OF EDUCATION
STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION
TRAINING MODULE FOR

EDUCATION OFFICIALS ON
COVID-19 GUIDELINES AND
HEALTH PROTOCOLS
SEPTEMBER, 2020
REPUBLIC OF KENYA
STATE DEPARTMENT OF EARLY LEARNING & BASIC EDUCATION
TRAINING MODULE FOR EDUCATION OFFICIALS ON COVID-19

GUIDELINES AND HEALTH PROTOCOLS
SEPTEMBER, 2020
P. O. BOX 30040- 00100 Nairobi – Harambee Avenue, NAIROBI – KENYA Tel Numbers: +
254 -020 -3318581 E-mail: info@education.go.ke
Website: http//www.education.go.ke
All rights reserved
info@education. go.ke
Citation: Ministry of Education (2020), Training Module for Basic Education Institution
Stakeholders on COVID-19 Guidelines and Health Protocols: Nairobi, Kenya
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FOREWORD
The Government of Kenya is committed to provision of quality and equitable education and
training to its citizens. Article 43 (1) (f) of the Constitution of Kenya (2010), provides the right to
education for all persons. The right to health is a fundamental human right guaranteed in the
Constitution of Kenya. Article 43 (1) (a) Safety of the learner is therefore central to the provision
of quality education in any country. While this is true for learners at all levels of education, it is
particularly critical for learners at the basic education level in view of their relatively tender ages.
In view of the above, the Government closed all institutions of learning from 15th March 2020 to
curb the spread of the virus and ensure that the learners were safe from the novel Coronavirus.
The pandemic disrupted learning for over 18 million learners and trainees in Kenya posing a threat
to the attainment of Sustainable Development Goal No.4 on access to quality, equitable and
inclusive education and training.
At the moment, nations worldwide are planning for re-opening of educational institutions in order
to ensure continued learning. The Government of Kenya has put in place interventions to ensure
that learning continues for all Kenyans despite the interruptions occasioned by the COVID-19
pandemic. To address the COVID- 19 Pandemic challenge, the Ministry of Education has
developed a COVID -19 response and recovery plan whose aim is to guide on modalities of
provision of accessible quality, equitable and inclusive education and training for all Kenyans
during and after the pandemic. It also aims at facilitating production of online teaching and learning
materials and to expand existing remote learning programmes, to ensure access to learning
opportunities provided.
Education officials are expected to play a key role in promoting and ensuring safety in institutions
of learning. This document provides guidelines and protocols to guide the Education officials in
facilitating effective reopening of education institutions in the context of COVID-19.
All education officials will be required to ensure full compliance and implementation of the
guidelines and health measures.
Dr. Belio Kipsang, CBS

Principal Secretary
State Department of Early Learning and Basic Education
Ministry of Education
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ACKNOWLEDGEMENT
The Education staff training module is a product of extensive consultation and collaboration with
various stakeholders and institutions. The development of this module took cognizant of the need
for a participatory process and involvement of education sector institutions, key stakeholders.
Developing the module required time, commitment, and resourcefulness of senior management
team in the Ministry of Education and participation of education sector agencies. The team
comprised of Teachers Service Commission (TSC), Kenya Institute of Curriculum Development
(KICD), Kenya Education Management Institute (KEMI).
Special thanks go to the technical committee that coordinated the module development process.
This includes the following members;
1. Agnes Njoroge MoE

2. Ann Gachoya MoE
3. Peter K Gachathi MoE
4. Ng’ang’aWainaina MoE
5. Eunice Mugambi KEMI
6. Josephine Ondieki MoE
7. Salome Gachina MoE
8. Aileen Ntinyari TSC
Elyas Abdi, OGW

Director General
State Department of Early Learning and Basic Education
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Table of Contents
FOREWORD............................................................................................................................... III
DEFINITION OF TERMS ........................................................................................................ VI
LIST OF ACRONYMS AND ABBREVIATIONS ................................................................ VII
SECTION ONE: INTRODUCTION ......................................................................................... 1
SECTION TWO: UNDERSTANDING FACTS ABOUT CORONAVIRUS DISEASES .... 3

Resources Needed for the Session ........................................................................................... 3
Methodology ............................................................................................................................ 3
Activity 1: Understanding facts about COVID-19 .................................................................. 3
Facilitators’ notes.................................................................................................................... 5
SECTION 3: SCHOOL RE-OPENING MODALITIES AND PROTOCOLS ..................... 12
SESSION 1: RE-OPENING OF EDUCATION INSTITUTIONS ..................................................................... 12
SESSION 2: HEALTH AND SAFETY PROTOCOLS...................................................................................... 20
SESSION 3- HYGIENE AND SANITATION PROTOCOL (2 HOURS) ....................................................... 27
SESSION 4: MENTAL HEALTH AND WELL-BEING ................................................................................. 35
SESSION 5- SUPERVISION AND ASSESSMENT OF SCHOOL READINESS FOR RE-OPENING......... 39
SESSION 6: EDUCATION OFFICIALS AND THE WORKPLACE ................................................................ 46
SECTION 4: ALTERNATIVE MODE OF CURRICULUM DELIVERY .......................... 52
SECTION5: MONITORING AND EVALUATION ............................................................... 58
ANNEX I: RISK MANAGEMENT MATRIX ......................................................................... 63
SECTION B RISK ASSESSMENT MATRIX ......................................................................... 65
APPENDIX II:ASSESSMENT GUIDE FOR INSTITUTIONS’ PREPAREDNENESS
FOR REOPENING IN THE WAKE OF COVID-19 .............................................................. 69
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DEFINITION OF TERMS
COVID-19: Communicable respiratory disease caused by a new strain of Coronavirus

that causes illness to humans.
Food handler: Anyone who may handle food or surfaces that is likely to be in contact with
food such as cutlery, plates and bowls.
Health Protocols: Guidelines to mitigate the spread of the diseases and to manage COVID-19
such as hand washing, social distancing, wearing of masks.
Psychosocial: The dynamic relationship between a person’s mental health and his or her
social and cultural environment.
Respiratory Hygiene: Infection prevention measures designed to limit the transmission of

respiratory pathogens spread by droplet or airborne routes.
Social Distancing: Measures being taken to restrict where and when people can gather in order
to stop or slow the spread of infectious disease.
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LIST OF ACRONYMS AND ABBREVIATIONS
ACE Adult and Continuing Education
BOM Board of Management
CECs County Executive Committees
COG Council of Governors
COVID-19 Coronavirus Diseases 2019
CD County Director
CSOs Curriculum Support Officers
DCC Deputy County Commissioner
EARC Education Assessment Resource Center
IEC Information Education Communication
KEPSHA Kenya Primary Schools Heads Association
KESHHA Kenya Secondary Schools Heads Association
KISA Kenya International Schools Association
KNUT Kenya National Union of Teachers
KPSA Kenya Private Schools Association
KSNA Kenya Special Needs Association
MERS Middle East Respiratory Syndrome
MOE Ministry of Education
MOH Ministry of Health
NGAO National Government Administration Officer
PAs Parents Association
PTSD Post Traumatic Stress Disorder
SARS Severe Acute Respiratory Syndrome
SAGAs Semi-Autonomous Government Agencies
SNE Special Needs Education
TOTs Trainer of Trainers
SQASO Sub County Quality Assurance Officers
TSC Teachers Service Commission
TTCs Teachers’ Training Colleges
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SECTION 1: INTRODUCTION
TIME: 1 Hour
The CORANAVIRUS Disease 2019 (COVID-19) is a major health threat in Kenya today.
School closure occasioned by the COVID-19 pandemic has presented an unprecedented
risk to children’s education, protection and wellbeing, particularly, for the most vulnerable
children who rely on school for their education, health, safety and nutrition. Missing out
school for long is likely to result in widened gap in equity, poor health outcomes, reduced
social cohesion, as well as reduce access and quality of education. To mitigate these
undesirable outcomes, nations have come up with innovative ways of ensuring learning
continues albeit the challenging environments.
It is against this background that the Ministry of Education appointed the COVID-19
National Education Response Committee with the overarching mandate of developing
modalities for reopening schools. The modalities have focused on critical policies,
procedures and financing plans needed to improve the learning environment to ensure
safety of learners and staff when schools reopen.
Education officials are expected to play a key role in promoting and ensuring safety in
institutions of learning in the context of COVID-19.
The purpose of this manual therefore is to equip education officials with knowledge,
attitudes, competencies and practices to prevent and manage the risks associated with
COVID-19 in institutions of learning.
Overall Objective of the Module

The overall objective of this module is to build the capacity of education officials to
effectively manage the process of school re-opening in the context of COVID- 19
pandemic.
Specific objectives will be to:

a) Build the capacity of education officials in guiding the process of re-opening of
education institutions;
b) Enhance the capacity of education officials in enforcing health, safety, hygiene and
sanitation protocols in education institutions;
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c) Build the capacity of education officials to effectively supervise and assess education
institutions in readiness for re-opening;
d) Enhance the capacity of Education officials to observe health and safety protocols in
the workplace to reduce the spread of Coronavirus disease ;and
e) Enhance education officials competencies to conduct monitoring and evaluation in
education institutions in the context of COVID-19
Organization of the Module

This module is arranged into five (5)sections; Introduction, Understanding Facts about
COVID-19, School Re-opening Modalities and Protocols, Alternative Mode of
Curriculum Delivery, Monitoring, Evaluation and Reporting. Section 3 is divided into six
(6) sessions which include; Re-Opening of Education institutions, Health and Safety
Protocols, hygiene and sanitation protocols ,mental health and wellbeing, and assessment
for re-opening of education institutions and Education officials and the workplace.
Target Group
The module targets education officials within the mainstream MoE, TSC and relevant
SAGAs under the State Department of Early Learning and Basic Education. Other persons
involved in management of education may find this module useful.
How to use the Training Module

The Training module guides the education officials to facilitate implementation of
guidelines and protocols for re-opening of education institutions. It provides a programme
for training which is organized in various sections and sessions.
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SECTION 2: UNDERSTANDING FACTS ABOUT CORONAVIRUS DISEASES
Introduction
On 30th January 2020, World Health Organization declared the outbreak of the 2019 Novel
Coronavirus Disease (2019-nCoV or COVID-19) as a Public Health Emergency of
International Concern (PHEIC). Kenya confirmed its first case of COVID -19 on 13th
March, 2020 with initial cases reported in the Capital City of Nairobi and in the Coastal
area of Mombasa County. The cases have since continued to rise and have spread across
the country.
Session Objectives
By the end of the session, the participant should be able to:
a) Explain the meaning of the term ‘COVID-19’
b) State signs and symptoms of COVID-19
c) Explain how COVID-19 is spread
d) Explain how to prevent COVID-19
e) Demystify myths and misconception on COVID-19
Resources Needed for the Session

Flip chart, paper, markers, and notebooks
Methodology
Lecture
Question and answer
Illustrations
Demonstration
Discussion
Activity 1: Understanding facts about COVID-19
Pair and share

What is COVID-19?
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Facilitators’ notes
The Coronavirus Disease (COVID-19) is a disease caused by a new strain of Coronavirus
which is a family of viruses that infect both humans and animals. The human Coronavirus
can cause mild disease similar to a common cold, while others cause more severe diseases
such as - Middle East Respiratory Syndrome (MERS)and Severe Acute Respiratory
Syndrome (SARS) and some types of common cold. While the initial transmission
appeared to be zoonotic, person to person transmission is the most common mode of
transmission. Human Coronavirus es are commonly spread through droplets (coughing)
and close personal unprotected contact with an infected person (through touching or
shaking hands).
Activity 2: What are the signs and symptoms of COVID-19?

In groups of 4, Identify the common signs and symptoms of COVID-19.
Signs and symptoms of COVID-19 include:
● Fever of above 37.5 °C
● Dry cough
● Shortness of breath or difficulty in breathing
● Muscle pain
● Body ache and headache
● Sore throat
● Loss of taste or smell
● Other cold like symptoms
Explain to the participants the following facts:
● Incubation period of COVID-19 is between 2 and 14 days and this is the time between
when a person gets infected and when they start showing symptoms.
● If a person remains well 14 days after contact with someone with confirmed COVID-
19, it is unlikely that they have been infected.
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● Schools were seen as high risk centers with potential of exposing both learners and
teachers to opportunities of spreading the virus.
● Learners and teachers with disabilities who require extra support face an increased risk
of contracting Coronavirus as they are in close contact with third parties to a larger extent
in comparison to their peers without disabilities.
● COVID-19 signs and symptoms are similar to the flu (influenza) or the common cold,
which are a lot more common that COVID-19.
● Emphasize to the participants that testing is required to confirm if someone has
COVID-19 if they experience the stated signs and symptoms.
Activity 3: How is COVID-19 spread?

In groups of 3, discuss how COVID-19 spreads.
The virus that causes COVID-19 is mainly transmitted through direct contact with
respiratory droplets of an infected person. It is generally spread from person to person
through small droplets from the nose or mouth which are released when an infected person
coughs, sneezes, shouts or talks. These droplets land on objects and surfaces around the
infected person. People can get infected with COVID-19 if they breathe in droplets from
the infected person or by touching the contaminated objects or surfaces, then touching their
face (eyes, nose, or mouth). The risk increases with the length of time someone has close
contact with an infected person. It is worth noting COVID -19 is spread by people who
have been exposed to the virus and people do not get sick with COVID-19 based on their
nationality or any other characteristics.
Activity4: How the spread of COVID-19 can be slowed down or prevented

COVID-19 is like any other respiratory infections such as flu or the common cold and
complying with public health preventive actions is critical.
Some of the public health measures include:
i) Staying home when unwell
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ii) Covering mouth and nose with flexed elbow or tissue when coughing or sneezing
iii) Disposing of soiled tissues immediately after use.
iv) Washing hands often and thoroughly using clean running water and liquid soap
v) Using an alcohol-based hand sanitizer to wash hands where clean running water and
liquid soap is not available
vi) Daily cleaning and disinfecting frequently touched surfaces and objects (railings,
walls, desks, door and window handles, teaching and learning materials, etc.) at least once
a day (as a minimum requirement)
vii) Daily screening for symptoms of COVID-19
viii) Avoiding close contact with people who are unwell
Individual Activity.
practice coughing with flexed elbow.
Guidelines to prevent the spread of the Coronavirus Diseases are as follows:

• Social distancing oneself from other people
• Hand Washing/ sanitizing
• Practicing good hygiene measures
Using face masks
Activity 5: Who is at most risk of contracting COVID-19?

Pair and Share
Identify who is at most risk of contracting COVID-19?
Facilitators ‘notes
People of any age and race can be infected with Coronavirus .However the following
persons are at most risk of contracting the virus;
• People with weak immune systems, older people, and those with chronic medical
conditions such as diabetes, cancer, heart disease and chronic lung diseases.
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• People living with or working closely with a person who is ill with COVID-19 are at
highest risk of getting infected.
Activity 6: How to prevent self and others from Contracting COVID-19

Effective measures to prevent infection and spread of COVID-19 is by
a) Social distancing
b) Practicing proper hand washing
c) Keeping respiratory hygiene
In groups of four, discuss the basic hand and respiratory hygiene measures
Hand hygiene is a term used to cover both hand washing using soap and water, and cleaning
hands with waterless or alcohol-based hand sanitizers.Inform them that regular hand
washing with soap and water for at least 20 seconds should be done:
• Before eating;
• After sneezing, coughing, or nose blowing;
• After using the restroom;
• Before handling food;
• After touching or cleaning surfaces that may be contaminated; and
• After using shared equipment like computer keyboards and mice.
If soap and water are not available, use an alcohol-based hand sanitizer.
Remind learners not to use alcohol-based hand sanitizers unless when supervised by adults.
Steps of proper hand washing
Step 1: Wet hands with safe running water
Step 2: Apply enough soap to cover wet hands
Step 3: Scrub all surfaces of the hands – including backs of hands, between fingers and
under nails – for at least 20 seconds
Step 4: Rinse thoroughly with running water
Step 5: Dry hands with a clean, dry cloth, single-use towel or air dry.
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Respiratory hygiene is infection prevention measures designed to limit the transmission of
respiratory pathogens spread by droplet or airborne routes. Respiratory hygiene includes:
• Covering coughs and sneezes with tissues or the corner of elbow; and
• Disposing of soiled tissues immediately after use.
• Use of recommended re-usable face masks
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Adapted from Minnesota Department of Health
https://www.health.state.mn.us/people/cyc/hcpposter.html
Educational institution managers must ensure learners and staff have access to clean
running water and soap or sanitizers at all times while on the school premises. For one to
prevent self from contracting COVID-19, one needs usual household goods: soap, water,
hand sanitizer, tissue and everyday cleaning detergents.
Activity 7: Information on where to get accurate and reliable information about COVID-
19
In pairs discuss what information you have heard about COVID-19 and from what
source?
Facilitators’ Notes
Inform participants to be aware of fake information/ myths that may circulate about
COVID-19
Not everything you read about COVID-19 in newspapers, online, social media or hear is
accurate and verified. Trusted and accurate information on COVID-19 will be released by
the Ministry of Health from time to time. Further, stay informed about COVID-19 through
reputable sources such as: Ministry of Health Website, Ministry of Education Website,
Teachers’ Service Commission Website, World Health Organization Website, and The
Kenya Medical Research Institute (KEMRI) Website.
Activity 8: What to do when a learner or staff member becomes ill.

In groups of 3 brainstorm on what you can do if a learner or a staff member
becomes ill at school.
Facilitators’ note
Explain to the participants what to do when a learner, or staff member develops any
symptoms of illness consistent with COVID-19 (e.g., new onset or worsening cough OR
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shortness of breath OR at least two of the following symptoms: fever of 37.5 °C, chills,
muscle ache, headache, sore throat, loss of taste or smell) in a school or child care setting:
● Isolate the person in the designated room while they wait to be picked up or after
consultation with the Rapid Response Team. Ensure that they have hygiene supplies
available, including a cloth mask, facial tissues, and alcohol-based hand rub.
● If self, isolate yourself in a well-ventilated room , do not attend classes or any other
setting and seek medical attention immediately,
● Notify local health officials, staff, and families immediately of any possible case of
COVID-19 while maintaining confidentiality.
● Remind staff member / caregiver who is monitoring the infected person to practice
social distancing when possible.
● Close off the space used for isolation after the ill person leaves. Open it after proper
cleaning and disinfecting.
● Clean and disinfect high-touch surfaces, focusing on areas where the person is known
to have been and items they have touched (e.g., individual desk, bed, recently used toys,
shared equipment).
● Wear gloves when cleaning, and wash hands after removing gloves.
● Inform anyone exposed to a person diagnosed with COVID-19 to stay home and self-
monitor for symptoms, and to follow MOH guidance if symptoms develop.
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SECTION 3: SCHOOL RE-OPENING MODALITIES AND PROTOCOLS
This section outlines the process of schools re-opening before; during and after .The section
also describes the role of the education officials in overseeing the implementation of the
reopening process.
Session 1: Re-opening of Education Institutions
2 Hours
Session Outcomes:
By the end of this session the participants will be able to;
a) Demonstrate ability to guide the process of institution re-opening
b) Identify the requirements for educational institutional re-opening
c) List the role of MoE in schools re-opening process in the context of COVID-19.
d) Demonstrate understanding of the role of institutions of learning leadership and
management in the implementation of COVID-19 General Guidelines and Protocols.
e) Identify strategies of communicating the various messages on COVID-19
f) Establish coordination mechanism in response to COVID-19
Key areas to be covered
1. Process of Institutions re-opening at a glance
2. Requirements for educational institutions re-Opening
3. Measures to be undertaken by MOE in preparation for re-opening
4. Communication on COVID-19 Awareness Messages
5. Capacity development
6. Leadership and Management
7. Coordination mechanism
Learning Activities
a) Group discussions
b) Experience sharing
c) Pair and share
d) Question and Answer
e) Case study
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f) Lecture
Training Resources
a) Flip charts,
b) felt pens
c) writing materials for participants,
d) masking tapes
e) Projector
Facilitator’s Notes
Activity 1: Re-opening Process
Re-opening of educational institutions within the context of COVID-19 requires adequate
preparations by the education sector and other relevant stakeholders including, Ministries
of Health, Water and Sanitation, Interior and Coordination of National Government and
County governments.
Activity 2: Process of Institutions Re-Opening at a Glance
Institutions of learning will be required to put in place different measures before, during and after
re-opening. These measures are spelt out in the COVID-19 General Guidelines and Protocols for
the Re-Opening of Basic Educational Institutions, TVET and Universities and include the
following:
Period What needs to be done
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Before ✔ Establish and operationalize an institution COVID-19 response committee of
School Re- not more than 5 members including 1 learner/trainee, and a member of non-
opening teaching staff
✔ Conduct risk assessment and develop mitigation measures using the risk
analysis matrix provided by MOE
✔ Ensure institutions reorganize respective activities to ensure a social distance
of at least 1 meter in all aspects of the institution (classrooms, lecture halls,
dormitories, halls of residence, libraries, workshops, dining halls, water points
etc),
✔ Ensure consistent provision of clean running water (At least 5 liters per
person per day for day scholars and 20 liters per person for boarders) and
adequate water storage facilities.
✔ Provide hand washing stations at strategic locations (entrances and common
areas) of institutions and offices to promote regular hygiene,
✔ Develop institutional based guidelines on improving hygiene practices for
learners/trainees, teachers/lecturers/trainers and non-teaching staff.
✔ Renovate, improve, or install (as necessary) age and gender appropriate
hygiene facilities like washrooms, toilets, and bathrooms to ease congestion,
✔ Ensure availability of liquid soap, hand washing facilities, disinfectants,
thermometers, and face masks and enforce their utilization,
✔ Streamline learner/trainee transport management systems to prevent
transmission of infections
✔ Sensitize parents/guardians and communities on health and safety measures
taken by institutions to guarantee the well-being of returning learners/trainees
✔ Strengthen the guidance and counseling departments as well as chaplaincy
services in the institutions
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During Re- Ensure that information on COVID-19 related measures is accessible toall
opening learners/trainees, including those with disabilities, through sign language
process interpretation, captioning, and easy to read formats, among others,
(Part of the Maintain a complete database of teachers/lecturers/trainers and non-teaching
re- staff information on contact numbers and addresses of their next of kin,
opening) Ensure behavioral change, health education and training sessions are offered to
learners/trainees, teachers/lecturers/trainers and non-teaching staff to maintain
desired behaviors on hygiene and social distancing,
Provide clear communication to education institutions and parents/guardians on
arrangements for learners/trainees in boarding institutions,
Clean and disinfect institution buildings, including toilets using water and
disinfectants and frequently touched surfaces such as desktops, door handles,
switches, door frames and book covers,
Ensure adequate security and safety measures, including provision of a fence/
barrier and guards to restrict entry to and exit from the institutional premises,
After Establish surveillance aimed at early detection of unexplained respiratory

(With infections, monitor learners/trainees body temperatures and maintain health
institution’ record books,
s Re- Ensure compliance to specified health requirements on social distancing, regular
opened) hand washing, fumigation and sanitizing and disinfecting surfaces,
Ensure learners/trainees, teachers/lecturers/trainers and non –teaching staff wear
face masks at all times when in public places,
Develop criteria of identifying learners/trainees and staff who may require
specialized psycho-social support and link them to certified counselors /social
workers,
Promote parental engagement and community involvement to support learning
and training.
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Activity 3: Role of Ministry of Education in the Re-opening of Education Institutions
In preparation for institutions re-opening and re-admission of pupils, students and trainees,
the Ministry of Education is undertaking the following to minimize the risk of spread of
COVID-19:
i.Building the capacity of institution management (heads of institutions and chairpersons
BOM/ BOG /Councils) on the management of COVID-19,
ii.Developing awareness messages and build the capacity of learners, teachers, trainers,
lecturers, non –teaching staff, parents, religious organizations, county governments and
entire institution community on key infection prevention and control measures in order to
promote good hygiene practices,
iii.Developing detailed protocols on hygiene and social distancing measures to be put in place
before re-opening
Activity4: Communication on COVID-19 Awareness Messages

Communication is vital as it promotes understanding among interested parties. Within the
context of COVID-19, the Ministry of Education in collaboration with the Ministry of
Health and other agencies will:
(i) Communicate to the public including communities, parents, teachers, trainers,
lecturers, learners, trainees, county governments and religious organizations using various
channels of communication that include print, electronic and social media on:
a) Health and safety measures put in place to guarantee the health and safety of learners
and trainees, teachers, trainers, lecturers, non-teaching staff, parents and the entire
community.
b) Re-opening of education institutions
(ii) Avail booklets for prevention and control of COVID-19 to all education and training
institutions and in all formats to learners, trainees, teachers, trainers, lecturers and non-
teaching staff,
(iii)Sensitize parents and the entire communities on their role in ensuring health and safety
of learners, trainees and staff,
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(iv) Sensitize religious sponsors, institution chaplains and other community opinion leaders
on their role in controlling spread of COVID-19 in institutions and providing spiritual and
psychosocial support.
Activity 5: Capacity Development

Building the capacity of staff is essential within the context of COVID-19 in order to
support recovery of the education system from the pandemic shocks. In addition, there will
be a need to support teachers/trainers/lecturers’ resilience, instructionally and
technologically to ensure their effectiveness.
Note- Participants will be expected to come up with the following

S/ Category Capacity Development Strategy
N
o.
1. School Build the capacities of Heads of institutions,
Administration BOM/BOG/Council, field education officials,
and Management teachers/trainers/lecturers and non- teaching staff on
COVID-19 Management;
2. Teaching staff ● Build capacity of teachers/trainers/lecturers on
alternative modes of curriculum delivery and psychosocial
support mechanisms within the context of COVID-19
pandemic;
● Train teachers/trainers/lecturers on guidance and
counseling to be able to support learners and other staff on
psychosocial needs;
● Recruit additional teachers/trainers/lecturers to reduce
teacher/lecturer-learner/trainee ratio.
3 Learners/Trainees Sensitize them using age and gender appropriate
Information Education Communication materials on
COVID-19 prevention and control;
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4 School • Sensitize parents, teachers/trainers/lecturers, non-
Community teaching staff and community members on the importance
of hygiene practices and social distancing both at homes
and in institutions;
● Conduct back to school campaigns to ensure no one is
left behind when education institutions reopen.
5 Professional Recruit professional counselors to support education
Counselors system where possible;
In groups of 4,
a) List 3 groups of stakeholders whose capacity should be built in order to support
recovery of the education system from the pandemic shocks.
b) Indicate the capacity building strategy for each group.
Activity 6: Roles of Leadership and Management in School Reopening
In groups of 4:
Discuss strategies that institutional management should employ in preparation for school
re-opening
Prior to re-admission of learners and trainees, institutional leadership and management will
be required to:
● Put in place policies on implementation of COVID-19 guidelines and protocols
● Review their budgets to focus on COVID-19 intervention measures
● Avail resources to implement the guidelines and protocols.
● Carry out risk assessment of the institution to establish gaps as guided by MoE
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● Establish mechanisms for flexible and blended learning.
● Monitor and report progress.
Institutions will also be required to submit a Weekly Progress Report on the status of
institution health and safety that might compromise curriculum implementation. These
reports will be submitted as follows:
S/No. Institution Type Office to report to

Early learning and basic sub-county director of education
education institutions
Note:
Institutional management team shall report back to the institution at least 14 days before
the re-opening of the institutions
Activity 7: Co-ordination Mechanism

For effective coordination in response to the spread of COVID-19 before and after
institutions re-open, response teams will be established with clear linkages to the County
multi agency response team.
(i) The Ministry activelyengages the County Multi-Agency Team on response strategies.
(ii) Establish clear linkages between the County Education Department and the County
Department of Health to enhance the Public Health response,
(iii)Constitute the County response teams, for education and training
(iv) Establish Sub county multi agency education response teams, for education and
training
(v) Establish clusters for basic education institutions, constituting of 10 head teachers
where possible, to monitor compliance to COVID-19 set standards, address emerging
issues and support professional development of teachers/trainers through peer to peer
support.
(vi) Constitute institutional response committees to coordinate response strategies at the
institutional level.
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Conclusion
Re-opening of education institutions during COVID-19 Pandemic requires appropriate
planning, involvement of all relevant stakeholders, clear communication as well effective
coordination and management. Education officials will therefore play a critical role in
ensuring that the capacity of different stakeholders is enhanced in order to effectively
undertake their roles to facilitate the process of reopening educational institutions.
Reflection
1. What worked well in this session?
2. What did not work well?
3. How can I improve in the subsequent sessions?
Session 2: Health and Safety Protocols

Time: 2 Hours
Session Outcome
By the end of the session, the participant will be able to:
a) State the commonly shared places within an education institution
b) Describe the health and safety protocols that Institutions of Education will implement
and maintain to ensure safety of learners in the context of COVID-19
c) Guide the institutions management on implementation of the various health and safety
protocols
1. Identification of commonly shared places
2. Health and safety protocols to be observed in schools
3. Role of Education officials in ensuring health and safety of learners, teachers and the
school community in the face of COVID -19.
Training Activities:
● Group activities
● Simulations
● Pair and share
● Question and answer
● Demonstration
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Training Resources
• Flip charts,
• Felt pens
• Writing materials for participants,
• Masking tapes
• Projector
• Measuring tape
Activity 1: Commonly shared places
An Educational Institution is designed to provide learning spaces and learning
environments for the teaching of students under the direction of teachers. For effective and
efficient operations of institutions, members of the institution are expected to share both
the human and physical resources.
Pair and share
In pairs, identify the commonly shared places in Education institutions
. The commonly shared places include:

• Dining hall, • Music room
• Laboratories • School dispensary
• Computer room • School buses
• Library • Workshops
• Playgrounds, • Staff room
• Washrooms • Administrative offices
• Art room
Activity 2: Health and Safety in the school

The following are the health and safety measures that must be observed at all times
i.Space
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Social distancing of at least 1 meter will be observed in commonly shared places. The
places should be clearly marked to guide the users on the personal space they should
maintain as they attend to the daily routines of the institutions.
Congested classroom where it may not be possible to maintain social distance for learners.
An ideal classroom where social distancing is observed.

ii.Water
COVID-19 has no cure or vaccine, however medical research has shown that the virus is
easily destroyed through thorough washing of hands with running water and soap.
Education officials must therefore ensure that education institutions have:
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▪ Clean running water
▪ Adequate water i.e. 5 liters per day per learner in day schools and 20 liters per day per
learner in boarding schools.
iii.Sanitation
An Education institution should provide a clean and safe environment to its learners,
teachers and the school community. School hygiene reflects in several ways, for example,
waste management, cleaning services and the overall health of all the members of the
school. The Education officials must therefore ensure:
▪ Adequacy of hand washing points at strategic points.
▪ Adequacy of disposal bins
▪ Adequacy of age –appropriate toilets and bathrooms
▪ Adequate supply of cleaning disinfectants
iv.
v.Play grounds
In groups of 3,list down the co-curricular activities that:

i.Involve physical contact
ii.Allow for safe physical distance
Co-curricular and leisure related activities are important in the holistic development of the
learner. The Education officials must therefore ensure:
▪ Fields are appropriately marked to ensure learners/trainees play different games that
avoid touching or holding
▪ Activities that involve physical contact, such as sports, are substituted by other
activities that allow for safe physical distancing (e.g. athletics, Cross country)
v) School Transport
School buses have always been a common and one of the most preferred modes of
transportation for school children. The buses are used to pick and drop children from
homes. In spite of the many benefits accruing from organized school transport, the buses
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can however turn out to be points of spreading Coronavirus . The education official must
therefore ensure that the transport protocol issued by the ministry of Transport (Legal
Notice No. 50 of 6th April, 2020) which licenses vehicles to carry not more than 50% of
the capacity is maintained. In particular, the Education officials should ensure:
▪ Learners/trainees maintain at least 1 m distance from others while waiting to board
institutions buses.
▪ Provision of hand washing facilities at transport hubs with liquid soap and water (e.g.
Bucket with tap/tippy tap) and/or an alcohol-based hand rub.
▪ Encourage learners/trainees and staff to use alternate transport that allows for
appropriate social distancing measures (e.g. walking, riding a bicycle) where
possible
vi) Learner’s health
The institution should have the capacity to treat minor ailments at the institution’s
dispensary. The Education officials must therefore ensure:
▪ Institutions have a qualified nurse in charge or have arrangements with local health
centers to manage learners’/trainees’ health related issues.
▪ Institutions sanatoriums/clinics are equipped with emergency medical supplies to assist
learners/trainees and staff in the event of COVID- 19 outbreaks.
Assessment
1. What are the commonly shared places in an education institution?
2. What needs to be done to ensure COVID -19 is not transmitted at Education
institutions?
3. How can you support schools under your jurisdiction to ensure that there are no
infections?
Reflection
4. What worked well in this session?
5. What did not work well?
6. How can I improve in the subsequent sessions?
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Session 3- Hygiene and Sanitation Protocol (2 Hours)
Session Learning Outcomes
By the end of this session, the participants should be able to:
a) Demonstrate understanding of guidelines to be practiced in institutions of learning on
proper hand washing and respiratory etiquette.
b) Offer guidelines in handling and serving food in institutions of learning.
c) Offer guidelines on cleaning cutlery, disinfecting and sanitizing surfaces in the learning
institutions.
d) Guide institutions on how to manage waste and learners/trainees at the canteen.
e) Guide institutions on how to handle COVID-19 presumptive cases
f) Advice staff in institutions of learning to undertake self -screening exercise before
reporting to work.
Key Areas to be Covered
1. Proper Hand Washing and Respiratory Etiquette
2. Guidance for Institution Food Programs
3. Cutlery Cleaning, Disinfection and Sanitation of surfaces.
4. Managing Learner/Trainees at the Canteen.
5. Managing Waste
6. Handling presumptive cases in institutions of learning.
7. Staff Self-Screening Before Reporting to Work.
Training Activities
• Group activities
• Pair and share
• Role play
• Question and answer
• Demonstration
Training Resources
• Flip charts,
• felt pens
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• writing materials for participants,
• masking tapes
• Projector
• Measuring tape
• Marking tape
Activity 1: Hygiene and Sanitation
In the context of COVID-19 hygiene and sanitation will be very crucial in determining
whether learners, teachers and support staff will be in a safe environment and thereafter
decrease the risk of being infected.
What is the difference between hygiene and sanitation?
Pair and share: In pairs discuss the difference between hygiene and sanitation.
Hygiene is a condition of practices that help to maintain health and prevent the spread of
diseases while sanitation systems aim to protect human health by providing a clean
environment that will stop the transmission of disease.
Activity 2: Proper Hand Wash and Respiratory Etiquette
In groups of five, maintaining 1m distancing, identify guidelines that will be observed in

your institution to demonstrate proper hand wash and respiratory etiquette.
The following guidelines will support learner’s hygiene

i.Learners, teachers and support staff will be shown practically how to wash their hands
frequently, always with soap and running water for at least 20 seconds.(Refer to Section
1 Activity 6 for the steps to be practiced by all learners) .
ii) Covering mouth and nose with bent elbow or tissue when coughing and sneezing as
shown below:
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And immediately disposing off the used tissue in a bin with a lid
iii) Wearing face masks properly at all times.

iv) Learner’s with hearing impairment shall wear face masks for ease of communication
v) Remember not to touch your face.
Activity 3: Guidance for Institution Food Programs
In groups of 3, and maintaining a distance of 1 meter, discuss how to handle and serve
food within COVID-19 context in a school.
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To ensure safe food handling and preparation in institutions feeding programmes, cooks
must wash their hands frequently, cutleries cleaned well and meals time staggered.
Cleaning, disinfection and sanitization should be done in shifts.
All food handlers must:
● Have a food handling certificate and a certificate of COVID-19 testing before being
allowed to handle food.
● Observe strict personal and respiratory hygiene, physical distancing and sanitation
measures.
● Promote frequent and effective hand washing (with liquid soap and water for at least
20 seconds) and sanitation at each stage of food handling; and
● Avoid close contact with anyone showing symptoms of respiratory illness such as
coughing and sneezing’
Activity 4: Personal Protective Equipment for food handlers
Pair and share: Identify 4 Personal Protective Equipment (PPE) that should be worn
by food handlers in reducing the spread of viruses and diseases.
Personal Protective Equipment to be worn by all food handlers includes face masks, hair
nets, gloves, clean overalls, and slip reduction work shoes or boots for staff.
Activity 5: Managing Learner/Trainees at the Canteen
There should be water points for hand washing in the canteen. Overcrowding must be
avoided in the canteen; instead learners should queue maintaining 1metre physical
distancing. Signs banning those who are unwell from visiting the canteen should be
displayed. In the canteen, learners should be discouraged from the below action:
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Such sneezing can cause panic.
Activity 6: Waste Management

Education officials should guide in proper collection, storage, transfer or elimination of
waste in institutions. Waste and tissue used for cough/sneeze should be properly disposed
of in bins located in learners/trainees and staff toilets, collected and eliminated safely on-
site or transported in adequate landfill.
Activity 7: What to do When a Learner/Trainee or Staff Member is suspected of being

COVID-19 positive
In the context of institutions of learning, presumptive cases will refer to a person who
shows clinical signs and symptoms consistent with COVID-19.
How will presumptive cases be handled in institutions of learning?
Once a presumptive case has been identified, the following should be done:
i. Segregate the individual in a designated holding room
ii. Contact the parent/guardian
iii. Contact healthcare personnel in the vicinity of the institution or seek consultation with
the Rapid Response Team
iv. Record the case(s) in the daily occurrence book
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In a real life situation, a flu condition can be assumed to be cold infections .Cold is one of
the symptoms of COVID-19.
In groups of five, discuss infections portrayed in the images below?
Activity 8: Self-Screening for Staff before Reporting to Work

Screening for COVID-19 will determine whether learners, teachers or support staff will
need to be tested by a medical professional, who to contact to be tested, or the
recommended actions to be taken to decrease the risk of being infected.
Clinical signs and symptoms that will be used as Indicators for monitoring COVID-19 in
institutions of learning include:
● Body temperature
● Presence of a dry cough; and
● Shortness of breath
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Staff members should be advised to check their temperatures before reporting for
duty. They can either use a mercury thermometer or a thermo-gun.
Below is an illustration of a mercury-based thermometer that is easy to use.
A Mercury Thermometer sample.
Pair and share: How is a Mercury Thermometer used?
You should ensure that the mercury line of the thermometer is below 35oC mark before
use. Insert the thermometer under the armpit directly on the body for a period of one
minute. Retract the thermometer and read the temperature in good lighting.Temperature
above 37.5o C is considered higher than normal.
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A Sample of a Thermo gun
A thermo-gun is a digital thermometer used for taking body temperature by use of laser
technology. The thermo-gun should be aimed at the forehead or temple area of the head until
there is a beep and it registers a reading. Temperature above 37.5o C is considered higher than
normal. Below is an illustration of a thermo- gun.
Staff members should be advised to stay at home when their body temperature tests 37.5°C
or above, feeling sick or experiencing symptoms consistent with COVID-19 such as ;
chills; muscle ache; headache; sore throat; loss of taste or smell.
Conclusion
In this Session, we have discussed the hygiene and sanitation guidelines and
protocols that will be practiced in institutions of learning. As education officials, we
are required to ensure that the guidelines are observed to prevent the spread of
COVID-19.
Reflection
Hygiene, sanitation, and immunization are the three pillars of public health that are
emphasized in the prevention of pandemic viral infections. In the context of COVID-19,
do you agree?
Assessment
As a role model, did you remember to check your temperature while leaving home for
work?
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Session 4: Mental Health and Well-Being
Time 1 Hour
Session Learning Outcomes:
a) Understand the impact of COVID-19 on mental health and wellbeing
b) Develop a risk assessment tools for COVID -19 and trauma
c) Establish psychosocial support systems for learners and teachers and other staff
d) Strengthen Guidance and Counseling in Educational institutions
e) Establish a referral system for COVID-19 and other related issues
Key Areas to be covered

1. Psychological impact of COVID -19
2. COVID -19 risk assessment, and trauma
3. Psychosocial support systems
4. Strengthening Guidance and Counseling in the context of COVID-19
5. Psychological interventions and referral mechanisms for COVID -19
Learning Activities
• Group discussions
• Demonstration
• Experience sharing
• Pair and share
• Question and Answer
• Role play
• Lecture
Training Resources
1. Note books and pens
2. Flip charts
3. Felt pens
4. Projector
5. Masking tapes
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Introduction
Mental health is the cognitive, emotional and social wellbeing of an individual .It affects
how people feel, think and acts. It determines how well one is able to cope with stress and
other related challenges and how resilient they are in the wake of a crisis.
Mental health awareness promotes how well an individual overcomes psychological
challenges that are likely to interfere with one’s psychological health.
During crises such as a pandemic, experiences people go through are likely to have a
negative psychological impact on their wellbeing
Activity 1 Psychological impacts of COVID-19

Following the COVID - 19 pandemic Kenyan lives have been adversely affected; measures
taken to curb its spread interfered with the normal routines and rituals of individuals.
Consequently, this has had a negative impact on social, psychological, emotional and
spiritual well-being of individuals. The current situation has in turn induced fear, worry,
anxiety, maladaptive behavior and depression leading to suicidal ideations.Stigma and
discrimination has also been experienced.This has eventually affected the well-being of
individuals.
Pair and share the psychological impacts of COVID-19
Facilitator’s notes
Psychological impact of COVID -19 includes:
� Stress and depression
� Anger and frustrations
� Uncertainty about the future
� Substance abuse
� Child abuse and incest
� Family conflicts
� Stigma and discrimination
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� lack of social support
� Family disintegration
� Post-traumatic stress disorder (PTSD). Loss of power and control
Activity 2:COVID-19 Risk Assessment and Trauma

The Education officials have a role in ensuring the provision of psychological support to
learners and trainers.
In groups of three, discuss three COVID -19 risks factors
• A rapid assessment tool to determine the different levels of trauma as a result of
COVID-19 and other related issues shall be developed.
• For suspected infection the institution management will inform the County Rapid
Response team and advise the infected person to stay home and follow the prescribed
guidelines.
Activity 3: Psychological interventionand strengthening Guidance and counseling
Brainstorm on the psychological interventions that can be used in institutions

of learning in management of impact of COVID -19
The education officials shall offer psychological support through:

• Organizing sensitization programme ofCOVID-19, hygiene and safety protocol
• Strengthening Guidance and Counseling in institutions of learning to effectively handle
the challenges of COVID -19 and the related issues.
• Providing on-line professional development and coaching sessions to support
teachers/lecturers/trainers wellbeing such as counselor supervision
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Activity 4:Health and Safety Measures for Parents and Institutional Community
To ensure health and safety of the parents/guardians and the entire community, the
institution management will empower parents/guardians on how to monitor the health of
their children and communicate to the institution. They will be called upon to take
immediate measures such as allowing learners to stay at home when they show signs and
symptoms of COVID-19.
Conclusion
In this session, we have established that the impact of COVID-19 on mental health
and wellbeing of learners, teachers and support staff, will call for established
psychosocial support systems, strengthening of Guidance and Counseling and
establishment of referral system for COVID-19 and other related issues in
institutions of learning.
Reflection
Mental health and wellbeing is an important aspect in the management and
prevention of COVID-19.Do you agree?
Assessment
As a leader how often do you reflect on your emotional, mental and social wellbeing?
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Session 5- Supervision and Assessment of School Readiness for Re-Opening
Introduction
Re-opening of educational institutions within the context of COVID-19 requires
institutions to put in place the standards set by the Ministry of Education in the general
guidelines and protocols for re-opening of schools. The DQAS has organized these
guidelines in line with the five dimensions to facilitate effective assessment of institutions
preparedness to reopen.
Session Outcomes
By the end of this session the education officials will be able to;
a) Demonstrate ability to assess institutions compliance to general guidelines and
protocols for reopening of institutions.
b) Identify the health and safety standards for each dimension of quality
c) To use the school assessment tool to determine institutions’ compliance.
d) Establish and coordinate school assessment teams at the county and sub county level.
e) To co-ordinate school clusters for effective management and communities of practice.

1. Risk assessment for school readiness and assessment for compliance to guidelines
2. Quality Standards Indicators and Sources of Evidence
Learning Activities
• Experience sharing
• Pair and share
• Case study
Training Resources
• Flip charts,
• Felt pens
• Writing materials for participants,
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• Masking tapes
• Projector
Activity 1 Risk assessment for schools’ readiness and assessment for compliance
Institutions of learning should put measures in place to prevent the entry and spread of
COVID-19. All institutions of learning are expected to carry out risk assessment to
determine any gaps that may require intervention for effective implementation of reopening
guidelines and protocols. The risk assessment will be guided by the MOE risk assessment
tool Appendix I. The Ministry will also assess all institutions of learning to determine
readiness to reopen using the school readiness assessment tool. Appendix II
The ministry will assess institutions' readiness for reopening based on the Quality
Assurance Assessment Guide. The Assessment Guide is categorized into the 5 dimensions
of Quality.
In groups identify the areas that institutions should focus on while carrying out risk
assessment in relation to COVID-19.
In pairs, identify the 5 dimensions of quality.
The five dimensions of quality are;

1. Leadership and Management
2. Curriculum organization and implementation
3. Physical infrastructure
4. Learners welfare
5. Community involvement
a) Leadership and Management

Institutional leadership comprises BOMs, PAs, head teacher, deputy head teacher, HODs,
senior teachers and learner’s leadership. Leadership and management should provide
strategic direction on management of COVID- 19 in the institution by;
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● Establishing of COVID -19 response committees
● Adherence to government’s communications onpolicies, circulars, memos etc.
● Formulation of Policies, rules and regulations to guide operations in the school within
the COVID period.
● Reorganization of school programs as per the shifts or otherwise as guided by MOE
● Establishment of supervision mechanisms
● Revision of institution budgets to reflect the current priorities addressing the impact
of COVID
● Communicating COVID-19message to all stakeholders
● Establishing effective guidance and counseling programs of the institutions
● Maintaining data on attendance and learners health
● Guiding on establishment of various e- learning and offline learning programs
● Undertaking risk assessment and mitigation measures
b) Curriculum Organization and Implementation

Curriculum organization should support implementation of the safety guidelines and
protocols through;
● Planning for curriculum implementation (schemes of work and lesson plans) in full
consideration of adjusted school routines and timetables
● Proper use of learning resource and pedagogy that considers social distancing among
learners at all times
● Blended/flexible learning
● Infusing COVID -19 messages in content delivery
● Have a time table committee in place
● Flexible assessment mechanisms
c) Physical Infrastructure
Every school should provide adequate infrastructure and facilities for learners’ to ensure
compliance to guidelines and protocols
. Education officials should enforce the following the following;
● Adherence to recommended social distancing
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● Proper ventilations to ensure circulation of clean air
● Cleanliness and maintenance to avoid contamination
● Disinfection of commonly used equipment and surfaces.
● Pedal-operated waste collection bins with liners.
● Hygiene and safety measures observed in dormitory areas
● Adequate toilets which are properly maintained to prevent spread of diseases.
● Sanitation staff must equipped with basic PPEs (boots, gloves, and masks) and trained
on safe toilets disinfection practices
● Institutional food handlers have personal protective equipment
● Food handlers to have medical certificates
● Safe water source shall be ensured in all institutions with adequate (1:25 learners)
designated hand washing points.
d) Learners’ Welfare
Learners’ welfare include Co-Curricular Activities and Guidance and Counseling.
Schools will manage sport activities to ensure;
● Limited physical contact and large numbers of learners.
● Sport equipment are cleaned and disinfected
Guidance and Counseling
Schools have functional guidance and counseling departments as well as chaplaincy
services.
e) Community Involvement/Engagement/Networking
To ensure health and safety of the parents/guardians and the entire community, the
institution management will:
● Establish networks and partnerships to work with the institutions’ management and
establish strong links with the parents/guardians and teachers through online platforms
● Design and disseminate key messages on COVID-19 to parents, institutional
communities and other stakeholders
● Provide to the parents/guardians messaging on homecare and play support to learners
to ensure continued learning
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● Provide updated communication on institutions progress on COVID-19 and any other
emerging issues.
● Conduct Back to school’ campaign to ensure that no child is left behind in education.
Activity 2: Quality Standards Indicators and Sources of Evidence

Quality indicators are standardized evidence-based measures that can be used with readily
available data to measure and track performance and expected outcomes.
To effectively monitor standards, it is necessary to identify Key Performance Indicators
and source of evidence of those indicators.
In groups , identify indicators for each dimension and sources of evidence
STANDARD INDICATOR SOURCE OF

EVIDENCE
Leadership and ● Establishing of COVID -19 ● Appointment letters
management response committees ● Availability of
● Formulation of Policies, rules and policies , rules and
Leadership and regulations regulations
management should ● Reorganization of school ● Master time table
provide strategic programs as per the shifts or otherwise ● Revised budgets and
direction on as guided by MOE action plans
management of ● Establishment of supervision ● Supervision structures
COVID- 19 mechanisms
● Revision of institution budgets to
reflect the current priorities
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Curriculum ● Planning for curriculum ● schemes of work
organization implementation in full consideration of ● lesson plans
should support adjusted school routines and timetables ● Pupil :text book ratio
implementation of ● Proper use of learning resources ● Alternative modes of
the reopening and pedagogy that considers social teaching
guidelines and distancing among learners at all times ● List of committee
protocols ● Use of Have a time table members
committee in place
Every school should Functional Guidance and counseling There is a teacher
provide guidance department counselor, programme and
and counseling records for G/C.
services for learners
Areas of focus while assessing a school

1. Adequate space for social distancing in commonly used areas.
2. Availability of adequate, clean, running water. (5 liters per child per day in day school
& 20 liters per day in boarding school)
3. Sanitation
a) Hand washing points for each facility e.g. toilets, classes, dining hall
(approximately 1 for every 30 learners)
b) Ratio of 1 toilet to 25 for girls and 1 to 30 + urinal for boys
c) Adequacy of disposal bins
d) Adequate supply of cleaning and disinfection materials
4. Provision of meals
a) Adequate balanced diet for learners
b) Certified food handlers
5. Transport of learners and trainees to and from institution
a) Social distancing within the bus
b) Ability to maintain proper records of learners taking school transport for contact
tracing.
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6. Health and Security of Learners
a) Ability to provide personal protective equipment (PPE) e.g. face masks,
gloves, boots.
b) Ability to provide thermometer guns
c) Availability of referral mechanisms
d) Availability of isolation and treatment room
Session Assessment
Oral questions on:
a) Quality Standards for implementation of reopening guidelines and protocols
b) Quality Standards indicators and sources of evidence
Trainers’ reflection
The facilitator reflects on the successes and shortcomings of the session by asking the
participants:
a) What was most exciting in this session?
b) What is your take-home from this session?
c) How would I make the session better?
d) What strategy worked best for the participants?
CONCLUSION
In this session, we have looked at Risk assessment for school readiness and
assessment for compliance to guidelines and Quality Standards Indicators and
Sources of Evidence
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Session 6: Education officials and the workplace
Time: 1 Hour
Session Outcome
By the end of the session, the participant will be able to:
a) Explain the role of Education officials in the school reopening process
b) Identify the health, safety and hygiene measures to be introduced at the workplace in
the context of COVID-19
c) Discuss the channels of communication at the workplace.
d) Explain the various databases that should be maintained during the school re-opening
process
e) Appreciate the role of mental health and wellbeing in the COVID-19 context.

1. Roles of Education officials
2. Health, Safety and hygiene measures at the workplace
3. Effective communication at the workplace
4. Data management at the workplace
5. Mental and wellbeing at the workplace
6. Health and safety protocols to be observed in schools
Training Activities
• Group activities
• Simulations
• Pair and share
• Demonstration
• Lecture
Training Resources
• Flip charts,
• Felt pens
• Witting materials for participants,
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• Masking tapes
• Projector
Activity 1: Identification of roles of Education officer in ensuring health and safety of

learners
Pair and share: In pairs, list the roles of Education officials :

7. Before the re-opening of school
8. During the school re-opening per
9. After re-opening of schools
Facilitators Notes
Roles of Education officials
Education officials at various levels are the custodians of government policies on
Education. The officers are expected to initiate policies, guidelines and procedures,
interpret, implement them and enforce adherence. In the face of COVID-19, Education
officials are expected to:
i.Provide leadership to the schools in the school re-opening process
ii.Carry out assessments to determine compliance to the school re-opening requirements
iii.Ensure the health and safety protocols are maintained at all times
iv.Communicate the efforts of the government in ensuring safe learning environment
v.Offer to teachers the psycho-social support
vi.Monitor and give feedback on school re-opening.
Activity 2: Health, Safety and hygiene measures at the workplace

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In groups of 3 and maintaining social distancing list down:
a)Health measures to be maintained at the workplace
b)Hygiene measures to be observed at the workplace
Facilitators Notes
Health measures
For the Education officials to avoid being infected at the workplace, they will be required
to observe and practice certain behaviors that eradicate the transmission. These will
include observing the health protocols as outlined in the MOE guidelines in regard to social
distance, hand washing, Waste disposal and disinfection of commonly used surfaces.
Transport – social distancing should be observed when officers are using shared transport,
for example, when going for assessment.
Hygiene
At all times, the education officials should observe practices that promote cleanliness and
eradicate transmission of the Coronavirus: Officers should adhere to
i.Wearing of face masks at all times
ii.Non sharing of items e.g. pens, laptops
iii.Use of non-paper form of communication e.g. emails
iv.Observing coughing/sneezing etiquettes
Activity 3: workplace Communication
In groups of :
i) Identify the COVID-19 messages that should be generated and communicated at
each level of management (HOs, field )
ii.For the messages identified above, state the appropriate officer and channel to
communicate the message.
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Facilitators Notes
Exchanging information and ideas within an organization is called workplace
communication. However, effective communication occurs when a message is sent and
received accurately. In the Education sector, effective communication on COVID-19 is
important to the successful re-opening of Education institutions.
Ministry Headquarters’
The following messages will be generated and communicated to stakeholders:
1. Policies to guide the re-opening process
2. Guidelines and protocols to be implemented
3. School calendar
4. Guidelines on improvement of infrastructure
Field
● Circulars to schools
Activity 4: Data management
In groups of 4, brainstorm on the various data to be maintained by Education officials
Facilitators Notes
For effective management of the re-opening process, education officials will maintain the
following data:
1. Teachers living with chronic medical conditions e.g. hypertension, diabetes
2. Teachers and Learners infected with COVID-19
3. Teachers and Learners affected by COVID-19
4. Learners who report to school for resumption of studies
5. Drop outs associated with effects of COVID-19
6. Infrastructure Needs of Schools
Activity 5: Mental Health and Wellbeing
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In groups of three, share your experience during COVID-19 in regards to your mental
health and how you coped /coping.
Facilitators Notes
Mental health is a state of wellbeing where one realizes his/her own potential to cope with
normal stress of life, personal development, work productivity. Mental health impacts on
one’s physical, mental, social, emotional wellbeing. Mental health issues can be brought
about by: stress, anxiety, depression, trauma and pandemics among others. Improving
mental health and wellbeing involves:
1. Positive thinking
2. Taking necessary precautions in regard to COVID-19
3. Building relationship of value
4. Taking care of physical health
5. Accepting the situation – new ‘normal’
6. Establish peer to peer support
7. Self-care to avoid burn-out
8. Practice work life balance
9. Manage stress
10. ·Seeking help
Organizational leaders play a critical role in driving policies and practices that promote
mental health. C0VID-19 pandemic has brought about psychological impact which has
affected mental health. Promoting mental health and wellbeing practice will help in
psychological preparedness in the educational institution
CONCLUSION
In this session we have discussed the roles of education officials at workplace in
COVID-19 environment. We have also looked at their effective communication,
mental health and wellbeing
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Reflections
• What worked well in this session
• What did not work well
• How can I improve in the subsequent sessions
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SECTION 4: ALTERNATIVE MODE OF CURRICULUM DELIVERY
Introduction
The premature closure of schools disrupted learning programmes significantly. Individual
schools had to devise ways for children to continue accessing learning. These measures
were like giving assignments to be completed during the indefinite stay at home period.
Others kept in touch with learners by availing learning content via various communication
media. Given that COVID-19 is a contagious disease, face to face curriculum delivery is
critically hampered, In this section we shall look at Alternative Modes of Curriculum
Delivery.
Session Outcomes
By the end of the session the participants will be able to
a) Demonstrate understanding of various mode of alternative curriculum delivery
b) Explain technologies required to facilitates undisrupted learning

c) Demonstrate understanding of safe and secure use of technology ethically

1. Alternative modes of curriculum delivery
2.Online safety, Security and Ethics
3.Prevention of online risks and threats from Infecting Your Computer
4. Ethical use of online communication tools
Training Resources
● Handout on hygiene protocols
● Safety manual
● Audio visual
● Newspaper cuttings
● List of messages
● Quotes
● Fliers
● Posters
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● Pictures
● Flip Charts
Training Activities
• Demonstration
• Lecture
• Discussion
• Project
• Inquiry based learning
• practical activities
Activity 1: Alternative Modes of Curriculum Delivery
In groups of four, discuss various alternative modes of curriculum delivery giving

suggestions of how best they can be used to facilitate continued learning in Kenya.
Facilitators Notes’
Alternative modes of curriculum delivery include:
a) Blended learning: This encompasses a wide variety of designs, including:
i) technology-enhanced learning, or technology used as classroom aids; a typical example
would be the use of PowerPoint slides;
ii) Use of a learning management system to support classroom teaching, for storing
learning materials, set readings and perhaps online discussion;
iii) Use of lecture capture for flipped classrooms;
One term on a residential-type class and two term online
iv) a shortened time spent on class hands-on experience or training preceded or followed
by a concentrated time spent studying online
b. Hybrid or flexible learning: This requires the redesign of teaching so that students can
do the majority of their learning online, coming to the institution only for very specific
face-to-face teaching, such as lab or hands-on practical work that cannot be done
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satisfactorily online. Flexible learning is focused on developing, delivering, and evaluating
learning experiences that promote effective and dramatic improvements in student
achievement. Flexible learning enables pedagogical and logistical flexibility so that
students have more choice in their learning opportunities, including when, where, and what
they want to learn
c. Fully online learning with no classroom or in the institution of learning, which is one
form of distance education, examples are:
i) Courses for credit, which will usually cover the same content, skills and assessment as
a campus-based version;
ii) Non-credit courses offered only online, such as courses for continuing professional
education;
iii) Fully open courses, such as Massive Open Online Courses (MOOCs)
iv) Open educational resources (OER), available for free downloading online, which either
instructors or students can access to support learning/training.
d. Mobile caravans: Mobile caravans fitted with devices, power and Wi-Fi can be used to
reach different schools to ensure unlimited quality learning experiences including where
there is no internet connectivity.
e. School Clustering program: This is clustering of schools in terms of proximity and
socio-economic backgrounds. It aims to create an environment in which best practices and
resources are shared across the board. Lessons are recorded and presented virtually to the
cluster. This is both for real time and offline. The programme aims at enhancing flexible
learning by encouraging schools to share their infrastructure and skills.
Activity 3: Online safety, security and Ethics
In pairs,
a) Discuss what onlinesecurity,online safety and protection and Online ethics entails.
b) Discusshow online risk and threats can be prevented.
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Tips on how to prevent online risks and threats from Infecting Your Computer includes:
1. Keeping Anti-Virus Software Up to Date
2. Running Regularly Scheduled Scans with Anti-Virus Software
3. Installing Anti-Virus/Malware Software
4. Keeping Operating System Current
5. Thinking Before Clicking
6. Keeping Personal Information Safe
7. Avoiding using Open Wi-Fi
8. Backing Up Files.
9. Using Multiple Strong Passwords
10. Securing Network
Activity 4: Online Safety
In groups of five , discuss the images below:
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Source:
shorturl.at/tAEGU
Activity 5: Ethical Use of Computers and other Online Communication Tool
In pairs, discuss ethical use of online communication tools.
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Facilitators’ Notes
The following are the ethical use of online communication tools:
1. You are not allowed to use computers to harm others.
2. It is unethical to use computers to steal other people’s information.
3. Never access private information without the owner's authority.
4. Avoid copying, sharing or using copyrighted software without the author’s permission.
5. Maintain and protect your privacy and that of others while online.
6. You are not allowed to use another user’s computer resources without permission.
7. Report any illegal use of the internet immediately to the local law enforcement office
and also to the internet providers.
8. Safeguard your user ID. Never share your user ID and password or write it anywhere
on a piece of paper.
9. It is unethical and downright illegal to use a computer or a program to intentionally
retrieve and modify other user’s information
General guidelines on ensuring online learning are administered ethically in safe and
secure platforms include:
1. Enforce an effective parental consent mechanisms that allow content to be accessed by
both the learner and the parents
2. Ensure the content used by the learners is approved by relevant government agencies
3. Ensure appropriate measures are in place to protect the learners against online threats.
These will include; firewalls, content filtering, antivirus and malware checking.
4. Ensure authentication and authorization for the users are set appropriately. This allows
learners to access facilities they require while minimizing the potential for deliberate or
accidental misuse of the Internet.
5. Enforce an effective parental consent mechanisms that allow content to be accessed by
both the learner and the parents
6. Ensure that all users understand their e-security obligations and responsibilities through
appropriate education on online safety, security and ethics
7. Teachers, parents and service providers to establish and maintain proper processes to
log on, report on and monitor any e-security incidents. These will help ensure that; any
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damage is minimized, services return to normal as soon as possible and that lessons can be
learned to prevent similar incidents from reoccurring in future.
8. Teachers and parents ensure mechanisms are in place to detect and prevent malware to
guarantee confidentiality, integrity and availability of Resources and Services Online.
9. Teachers and parents establish and maintain effective internet monitoring; this ensures
attacks and other e-security incidents are detected quickly, allowing a rapid and effective
response to them.
10. Ensure the institutions offering online learning privately have an Acceptable Use Policy
Agreement that outlines roles and responsibilities of the teachers, parents and learners.
CONCLUSION
In this session we have looked at Blended learning, Hybrid or flexible learning ,
Mobile caravans , School Clustering program and Fully online learning as the
alternative mode of curriculum delivery while learners are not in the institutions
of learning.
Reflection
How adequate are the ICT resources utilized in our Institutions of learning to enable
adoption of Alternative Modes of curriculum Delivery?
SECTION5: MONITORING AND EVALUATION

Time: 2 Hours
Learning Outcomes
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a) Explain the meaning of Monitoring and Evaluation
b) Establish challenges of monitoring and evaluation in the context of COVID-19
c) Appreciate the need for Monitoring and Evaluation to identify gaps and enhance
continuous guidance on COVID-19 Prevention and mitigation.
d) Identify areas for monitoring, evaluation, reporting and learning in the context of
COVID-19.

1. Meaning of Monitoring and evaluation
2. Importance of monitoring and evaluation
3. Challenges of Monitoring and Evaluation in the context of COVID-19
4. Monitoring process
5. Evaluation process
6. Reporting
Training Activities
• Brainstorming in pairs
• Discussion
• Pair and share
• Plenary discussion
Training Resources
• Flip charts,
• felt pens
• writing materials for participants,
• masking tapes
• Projector
• Note books and pen
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Activity 1: Areas for monitoring, evaluation, reporting and learning in the context of
COVID-19
Brainstorm in pairs on ;
What is monitoring?
What is Evaluation ?
Monitoring is the routine process of data collection and measurement of progress toward
project objectives.
Evaluation is the use of research methods to systematically investigate achievement of a
project results.
Activity 2: importance of monitoring and evaluation support

1. Why should we monitor and evaluate? Plenary discussion
1. Helps improve practice, performance and achieve results.
2. Its goal is to improve current and future management of inputs, outputs and outcomes.
Activity 2: Monitoring and evaluation in the context of COVID -19

In groups of 5 maintaining social distancing,
a) Discuss challenges of monitoring and evaluation in the context of COVID-19 and come up
with mitigations measures to overcome the challenges?
b) Why should we monitor and evaluate the COVID-19 adherence guidelines in institutions
of learning
c) Which areas should be monitored?
Facilitator’s note
Monitoring process is important and it should be beneficial to education stakeholders and
it includes but not limited to:
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1. Carrying out regular M &E to enhance and strength adherence to guidelines to be
followed during re-opening of schools
2. Conducting feedback forums with stakeholders to share with them gaps noted if any
and continuous emphasis and reinforcement of adherence to guidelines.
3. Sharing reports to Ministries relevant on COVID-19 and stakeholders CEB, KNUT,
etc.
Activity 3 Evaluation process
Evaluation of COVID-19 activities will be done in all institutions of learning and will be
carried before re-opening of schools and after one year of COVID-19 guidelines
implementation
It shall focus on:
1. Effectiveness on the adherence of the COVID-19, adherence to the guidelines
2. Effectiveness of teaching practices in the context COVID-19, social distancing.
3. The suitability of the learning environment
Activity 4: Reporting
Report right thing at right time to the right person!!! DON’T JUST WRITE FOR FILES!
1. Involves dissemination of reports during the stakeholder’s review of the COVID-19 on
prevention and mitigation good practices which have worked well and can be replicated.
2. Be the user of information not the owner!!!!!
3. Learning; the best practices realized during Monitoring and Evaluation will be used for
benchmarking by schools and Counties
Conclusion
In the context of COVID-19 monitoring and evaluation will be continuous and will
involve the evaluation of implementation of emergency response activities by the technical
team at national, regional, county and sub county levels. Reports will be generated and
shared with education stakeholders. Monthly meetings will take place for feedback and
reviews.
There is need to prevent and manage the COVID-19 pandemic in our education institutions.
It is important to mainstream COVID-19 guidelines when monitoring and evaluation
school activities.
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CONCLUSION
In this section, we have looked at monitoring, evaluation and reporting processes in the
context of COVID-19. We have also discussed challenges associated with these
processes.
Reflection
1. What went on so well

2. What did not go on so well
3. What was of benefit to you and your job
MODULE SUMMARY
In this module, we have looked at
i) Introduction to education officials module
ii) Understanding facts about COVID-19, Under School re-opening we
have discussed re-opening of education institutions, health and
safety protocols, hygiene and sanitation protocols mental health and
well-being and assessment for re-opening of education institutions .
iii) School Re-opening modalities and protocols,
iv) Alternative Mode of Curriculum Delivery,
v) Monitoring, Evaluation and Reporting.
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ANNEX I: RISK MANAGEMENT MATRIX
RISK ASSESSMENT IN INSTITUTIONS FOR POST COVID REOPENING OF
SCHOOLS
Section A: Demographic Data
Tick and/or fill in information in the section in the sections provided below as appropriate.
Date of Assessment………………………………………
County: ……………………………………….Sub-County…………………………….
Institution Name: ……………………………………………………………
Category: Public Private
NEMIS Code:
Institution Address………………………………………………………
Institution Email……………………………………………………………..
Type Of Institution
Day ( ) Boarding ( ) Day/Boarding ( )
Special ( ) Integrated ( ) Regular ( )
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Category Of Learners With Disabilities: PH ( ) HI ( ) VI ( )
MH ( ) AT ( ) CP ( ) DB ( )
Others (Specify)……………………………………………………………………
Educational Level
Pre- Primary ( ) Primary ( ) Secondary ( ) ACE ( )
TTCs ( ) TVET ( ) University ( )
Enrolment (Learners)
Male ……………………. Female……………….. Total………………………….

Learners with Disabilities
Staff Establishment
Teaching Staff
Teaching Staff With Disabilities
Categories Of Disabilities: …………………………………………………………
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Non-Teaching Staff
Categories Of Disabilities: ……………………………………………………….
Non- Teaching Staff With Disabilities
Categories Of Disabilities: ……………………………………………………….
Number of classrooms in school:

…………………………………………………………………
Particulars of the Head of the Institution.
Name ………………………………………………………..…
Phone No. ………………………………………………..……
Email address…………………………………………………
Section B Risk Assessment Matrix

AREA OF STANDARD RISK MITIGATI ACTION
FOCUS REQUIREMEN ON BY
TS MEASURE
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SPACE Classrooms
Dormitories
Dining room
Staff-rooms
Laboratories
Playgrounds
WATER The school has

running water
Water in the school
is clean (treated)
Water in the school
is adequate (5 litres
per child per day in
day school & 20
litres per day in
boarding school)
SANITATIO Adequacy of hand
N washing points &
at strategic
locations
Adequacy of age-
appropriate toilets
& bathrooms.
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Adequacy of
disposal bins
Adequate supply
of cleaning and
disinfection
materials
MEALS The diet for
learners is
balanced
Food handlers are

certified.
Food storage is
appropriate.
SCHOOL Learners maintain
TRANSPOR 1 meter apart from
T each other when
waiting or on
board buses
Records of
learners taking
school transport is
well maintained
for contact tracing
HEALTH Provision of face
AND masks.
SAFETY
Availability of
referral
mechanisms.
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Availability of
isolation and
treatment room.
Availability of a
functional G & C
department
Availability of a
school nurse
Availability of
pastoral and
spiritual care
Ability to provide
protective
equipment e.g.
thermometer gun,
PPE
Sensitization of
parents and
community on
COVID-19
prevention, control
& reporting.
Secure fencing and
Manned school
gate
Signature of Head teacher: ………………………Date& stamp: …………………………
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APPENDIX II:ASSESSMENT GUIDE FOR INSTITUTIONS’
PREPAREDNENESS FOR REOPENING IN THE WAKE OF COVID-19
Instructions for use;
If the institution has met outlined requirements, please give a mark each (1)
Provide explanation in the comment column where the requirement is partially or not met
S/NO REQUIREMENTS YES NO COMMENTS
LEADERSHIP AND MANAGEMENT (X/30)
1 There is a COVID -19 response
committee
2 There is evidence of availability and

adherence to government’s
communications on the disease
(policies, circulars, memos etc)
3 There are institutions’ specific policies,

rules and regulations to guide
operations to avoid contamination
(Social distancing, washing hands etc)
4 There are institutions’ specific policies
on protecting learners and workers
living with disabilities and those at high
risk from the pandemic as guided by
MOE
5 There is institution’s attendance
program as per the shifts or otherwise as
guided by MOE
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6 There are established and update
attendance and absence sheets for
learners and staff who fall sick
7 There are institutional guidelines on

cleaning and disinfecting frequently
touched surfaces (desktops, door
handles, switches etc)
8 There are supervision mechanisms to

ensure and enforce adherence to set
rules, regulations and procedures
9 There is a revised and re-adjust budget

to reflect the current priorities
addressing the impact of COVID-19
such as priority on improved hygiene
management
10 Required resources to fight the disease

(water, hand washing facilities, PPE,
sanitizers.etc) are provided.
11 There is Communication of COVID-19

messages to all stakeholders (Learners,
teachers, parents etc) through various
channels(newsletters, social media,
magazines etc)
12 There are various capacity building
programs for stakeholders (Learners,
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teachers, non teaching staff, parents) on
prevention and response to COVID-19
13 There are guidance and counseling
programs to cater for those affected or
infected by the disease
14 There is comprehensive data of all
learners, staff and non teaching
staff(Total numbers in terms of gender,
age, contacts, next of kin, residence, etc)
16 There is established and update medical
records of all learners, teachers and non
teaching staff in relation to handling
COVID-19
17 There is appropriate and reliable mode

of data gathering and storage (ICT
enabled approaches)
17 There are various e- learning and offline

learning programs to enhance flexible
learning
18 There is evidence that risk assessment
is conducted and mitigation measures
developed .
19 learner’s movement protocols within

the institution such as; designating
entrances and exits, floor markings etc.
are available
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20 There are adequate security and safety
measures such as a fence/ barrier,
guards etc to restrict entry to and exit
from the institutional premises.
21 There are restrictions on entrance of
visitors in the institution
22 There is a designated well equipped

room for use as a sick bay or for
temporary isolation
23 There is effective communication to
learners with disabilities such as
encouraging deaf learners to wear clear
face masks for ease of communication
24 There is evidence that learners are

supervised by adults while using
alcohol-based hand sanitizers.
25 There is evidence that
parents/guardians are communicating
health status of their children and
whether sanitizers have negative effects
on them
26 Weekly progress Report on the status
of institution health and safety as well as
curriculum implementation are
submitted to Sub-county director of
education
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27 There is evidence that appropriate data
for service providers and those visiting
the institution are recorded during entry
and exit at the institution gate.
28 Temperature of all those accessing

institution is taken and recorded.
29 There is evidence that activities/events

requiring huge gatherings such as
games, AGMs, sports day etc are not
undertaken in the institution.
30 There is evidence that networks and

partnership such as alumni, NGOs,
CBOs, FBOs and others to help
institution prevent and respond to
COVID-19 are established and
maintained
CURRICULUM ORGANIZATION AND IMPLEMENTATION (X/13)
1 There is adequate and proper planning

for curriculum implementation
(schemes of work and lesson plans) in
full consideration of adjusted school
routines and timetables
2 There is proper use of learning

resources to enhance conceptualization
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of information effectively and
efficiently in the adjusted learning
environment(Charts, demonstration
facilities, cards etc)
3 There is evidence that pedagogy to be

used will considers social distancing
among learners at all times such as
avoiding large discussion groups across
all levels including pre primary
4 Measures are in place to use

blended/flexible learning platforms to
ensure syllabus/designs coverage as
well as understanding of the content
(Computers, internet etc.)
5 There is evidence that COVID-19

messages will be infused during content
delivery to equip learners with
knowledge and skills to prevent and
respond to the disease.(Capacity
building for teachers )
6 Mechanisms are in place to ensure

social distance among learners and
between learners and teachers even
when marking of learners work is
required.
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7 Measures are in place to ensure
Teachers and learners to wear masks
appropriately during the entire lesson
8 There are mechanisms in place to

manage learners’ masks during lessons(
not exchanging, dirtying, tearing
masks)
9 There are ways to ensure learners while

in tuition facilities wash their hands
properly all the time,
10 All young learners play materials are

provided at school and non from home.
They are also disinfected after use
11 There are supervision mechanisms in

place to ensure effective curriculum
implementation within COVID-19 (
Actual learning and Recovery of lost
time due to absenteeism of either
teachers and learners)
12 There is a representative committee in

charge of the timetable and the adjusted
timetable is in place and well displayed
13 Flexible assessment mechanisms are in

place to inform on learning progress of
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all learners including those with
disabilities.
PHYSICAL INFRASTRUCTURE(x/101)
Classrooms(x/7)
1 Classrooms are spacious enough to
accommodate 50% occupancy of
learners during COVID-19
2 There is adequate ventilation to ensure

circulation of clean air (windows, doors,
vents and any other form of aeration
3 There is well arranged, adequate and
appropriate furniture to allow social
distance among the learners
4 There are mechanisms in place to have

classrooms clean and well maintained
to avoid contamination
5 There are adequate hand washing

facilities to proximity of learners while
in the tuition areas
6 There are measures to have portable

equipment such as laptops, projectors,
chalk boxes, Braille machines and
recorders for the Visually Impaired,
among others cleaned and disinfected
after use.
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7 There are arrangements to have every
classroom provided with pedal-operated
waste collection bins with liners
Boarding facilities(x/12)
1 Dormitories are of recommended size
2 Beds are arranged to allow a distance of
at least 1 meter between them from
either side
3 There are measures in place to ensure
learners do not share personal items
such as slippers, shoes, clothes, towels,
toothbrush, soap, shoe brushes, beds
etc. while in the dormitory or elsewhere
4 There are arrangement for all surfaces
and equipment (light switches, door and
window, stair rails etc) in the dormitory
to be cleaned and disinfected daily,
5 There are mechanisms for bed linens

and towels to be washed weekly and
dried under direct sunlight.
6 Areas surrounding dormitories premises

are clean and free from waste, rubble,
and stagnant water to avoid
contamination
7 There are measures in place for learners
with disabilities to be provided with
appropriate health and hygiene
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boarding facilities/requirements to
ensure they are protected from COVID-
19 disease
8 Dormitories and all its facilities and
sections have good ventilation to ensure
circulation of clean air to avoid
dampness
9 The dormitories floor is of appropriate
material to enable smooth cleaning and
disinfecting and have a good drainage
10 There are adequate safe waste collection
bins in the dormitories and arrangement
on how they would be emptied
frequently to keep the environment
clean and safe
11 There is adequate clean and safe water
in the dormitories for purposes of
drinking, bathing, laundry and frequent
washing of hands
12 There is adequate liquid soap and clean
running water for use by learners at all
times
Toilets(x/8)
1 There are adequate, clean and well
maintained toilets
2 There are measures to disinfect toilets at
least three times a day
3 There are PPEs for sanitation staff
(boots, gloves, and masks) and they are
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trained on safe toilets disinfection
practices
4 There are measure to ensure availability
of cleaning and disinfection supplies
(chlorine, detergents, mop, buckets
5 There are arrangements for door knobs
and other frequently touched equipment
to be cleaned daily with alcohol based
detergents
6 There is adequate running water
adjacent to all toilets and liquid soap is
available to learners at all time
7 There are sanitary disposal bins for
female learners in the toilets with proper
cover and pedal to avoid touching by the
learners/trainees
8 There are age appropriate and disability
friendly toilets for learners and staff
Laboratories(x/5)
learners using laboratory at any given
time are at least 1 meter
laboratory floors, frequently touched
items and other surfaces are frequently
cleaned and disinfected
3 There are measures to ensure learners
do not share Personal Protective
Equipment (lab coats, footwear, gloves,
safety goggles and glasses, face shields
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laboratory equipment are not used by
unauthorized persons for safety
5 Reagents and chemicals used frequently
are kept under lock and key and their
utilization controlled by the teacher
Administrative office(x/7)
members of staff maintain social
distance of at least 1 meter
2 Furniture should be cleaned and
disinfected daily
3 There is clean running water and liquid
soap/sanitizer in all offices and are
measures in place for anyone entering or
leaving offices sanitize or wash their
hand
4 There is proper ventilation in the
administration offices
5 Offices are clean and well maintained
6 There are pedal operated waste disposal
bins
7 There are mechanisms for frequently
touched surfaces and equipments to be
disinfected and cleaned regularly
Library (x/4)
keep social distance of at least 1 meter
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2 There are measures for furniture/
shelves to be cleaned and disinfected
daily
3 There are hand washing facilities in the
library
4 There is proper ventilation
Kitchen/dining hall(x/10)
1 There are PPEs for food handlers and
cleaners (gloves, apron, facemasks,
Head gear, Closed shoes) to promote
basic health and hygiene
2 Food Handlers must wash their hands
thoroughly before preparing food
3 There are measures for tables and chairs
to be spaced at a distance of at least 1
meter apart
4 There are strategies for staggered use of
dining hall
5 There are measures for utensils and
cutlery to be cleaned before use
6 There is cloth, liquid soap and water for
cleaning/ disinfecting kitchen surfaces
7 There are measures to deter learners
from sharing utensils and cutlery at any
given time
8 There are measures for food stores to be
kept clean and disinfecting daily
9 Food stores must be well constructions
to avoid contamination of food stuffs
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10 There are measures for windows to be
opened at all times to allow aeration
Learners’ Transport Protocols(x/13)
maintain at least 1 m distance from
others while waiting to board buses and
the ground is clearly marked
2 There are measures for staggered pick –
up and drop off to limit the number of
people at the institution
while on board wear facemasks and sit
at least 1 meter from each other
4 There are measures for learners to
remain seated while on board to avoid
touching one another and other surfaces
5 Record of learners using institutional
transport and those that are picked are
picked is maintained and information
on who is picking them is updated
6 Institutions have ensured learners’
transport comply with the Legal Notice
No. 50 of 6th April, 2020
7 There are arrangements for learners
who are below 9 years to be received
and escort by adult to the exit to limit
public entering the institutions
8 There are mechanisms to allow
Learners and staff to wash their hands
before and after they have been on
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public transport, use non-contact
greetings and cough into a tissue or
elbow amongst other hygiene protocol
9 There are measures to provide hand
washing facilities at transport hubs with
liquid soap and water (e.g. bucket with
tap/tippy tap) and/or an alcohol-based
hand rub
10 There are measures to ensure Clean
frequently touched surfaces between
each journey are cleaned and
disinfected.
11 There are measures to ensure windows
remain open and the bus surfaces and
equipment are cleaned and disinfected
daily. Safety of learners must be
ensured
12 There is communication to elderly
parents/caregivers of above 58 years
not to pick up or drop off learners at
education institutions because they
would be at increased risk of contracting
COVID-19
13 There are measures to ensure all drivers
observe all hygiene protocol
Institutions’ ground(x/3)
1 The institution is fenced with a manned
gate clearly indicating the entry and the
exit
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2 The compound is clean and well
maintained
3 There is appropriate signage in the
compound to enhance movement and
social distancing such as designated
entrances, demarcated common spaces
and floor markings
Water(x/6)(Mandatory field)
1 There is safe water source
2 Adequate designated water hand
washing points possibly pedal-operated
taps or otherwise to minimize hand
contact to reduce the risk of infection
2 Water is available through on-site taps,
or reservoir at the institutions and
containers filled regularly5 litres per
child per day in day school & 20 litres
per day in boarding school)
learners, teachers and non- teaching
staff do not share cups or glasses while
drinking water
4 There are measures to clean/disinfect
taps regularly and or to provide paper
towels to use when opening and closing
taps where possible
5 There are arrangement for learners,
teachers and non- teaching staff to be
trained on the safe management of
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drinking water points to avoid water
contamination
6 There is safe storage of treated water
where storage facilities are regularly
cleaned and covered all the time
Institutions’ Canteen(x/4)
1 There are mechanisms to regulate
number of learners entering canteen to
avoid overcrowding
2 Signs are placed at entry points
requesting unwell learners and staff not
to enter the canteen if they are unwell or
have COVID-19 symptoms
3 There are measures to manage queues
so as to maintain social distance of at
least 1 meter 9marking the ground)
4 There are hand washing facilities or
hand sanitizers and disposable paper
towels at the entry to the canteen
Sanatorium/sick bay/health room(x/8)
1 The facility is located appropriately
2 The room is well aerated and lit
3 There is an institutional nurse/matron to
administer first aid and keep a clear
record of the affected learner
4 First aid facilities are in place
5 The room is clean and well maintained
6 Hand washing facilities/sanitizers are
provided
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7 Messages on COVID-19 are
strategically displayed
8 Directions on social distancing are
provided(markings on the floor and
chairs etc)
Waste management(x/2)
1 There are mechanisms for proper waste
collection, storage and transfer or
elimination
2 There are large pedal-operated waste
collection bins with liners at point of use
within all the institution buildings
LEARNERS’ WELFARE
Co-curricular activities (x/5)
1 Fields are appropriately marked to
ensure learners play different games
that avoid touching or holding
2 There is no swimming activity in the
institution.
3 There are no activities necessitating
physical contact.
4 There are no gymnastics activities in the
institution.
5 There are measures to ensure social
distancing and adherence to health and
hygiene protocol whenever learners
engage in some kind of activities.
Guidance and counseling (x/7)
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1 There are measures to strengthen
guidance and counseling as well as
chaplaincy services
2 There is a developed criteria of
identifying learners and staff who may
require specialised psycho-social
support and link them to certified
counsellors /social workers
3 There are measures to ensure there is no
discrimination and stigmatization of
those infected or affected by COVID-19
4 There are mechanisms establish for
rapid assessment to determine different
levels of trauma to inform the design
and provision of appropriate psycho-
social support to learners, teachers and
non-teaching staff who may have
suffered stigma due to COVID-19 or
whose institutions where used as
quarantine centres
5 There are programs to deal with stress
related disorders arising from effects of
COVID-19
6 There are measures to Provide
psychosocial support to all
learners/trainees
7 There is feeding programmes to
promote health and attendance
COMMUNITY INVOLVEMENT/ENGAGEMENT/NETWORKS (X/10)
87
1 There are established networks and
partnerships to work with the
institutions’ management
2 There are arrangements to disseminate
key messages on COVID-19 to parents,
institutional communities and other
stakeholders
3 There are measures to build capacity
and establish strong links with the
parents/guardians and teachers through
online platforms to enhance monitoring
of learners during and post COVID -19
4 There are ways to provide messages on
homecare to parents/guardians and play
support to learners to ensure continued
learning
5 There are ways to leverage on
technology to improve home-based play
and provide adequate but low cost
infrastructure or use of locally available
resources to make learning materials
6 There are established linkages with
communities in making own facemasks
and training learners how to make cloth
facemasks
7 There are strengthen communication
and coordination mechanisms that
promote local dialogue and engagement
with communities, parents/guardians,
88
caregivers and learners on education
matters
8 There are means to promote learner
participation in the development and
dissemination of key health and
wellbeing messages, including
debunking stigmatization, and
involving parent-teacher associations
and institution management committees
in delivering these messages to the
whole institution community
9 There are ways to keep
parents/guardians and caregivers
informed about institutions re-opening
conditions and monitoring learners’
health, and procedures in case of
infection of their children or other
learners/trainees
10 There are accessible accountability and
feedback mechanisms and ensure
different mechanisms for the whole
institution community including
persons with disabilities or limited
literacy
89
REFERENCES
1. Guidelines for COVID-19 accelerated funding window (Global Partnership for
Education)
2. IASC, Guidance on COVID-19 Prevention and Control in Schools
3. https://www.unicef.org/reports/key-messages-and-actions-Coronavirus -disease-
COVID-19-prevention-and-control-schools
4. Interim guidance for public use of face masks to reduce droplet transmission for
COVID-1910th April 20204.
5. The Basic Education COVID-19 emergency response plan
6. The Constitution of Kenya, 2010
7. United Nations, Policy Brief: The Impact of COVID-19 on children 15 APRIL 2020
8. https://www.un.org/sites/un2.un.org/files/policy_brief_on_COVID_impact_on_childr
en_16_april_2020.pdf
9. World Bank, The COVID-10 Pandemic: Shocks to Education and Responses, Draft
Paper
10. World Health Organization. Advice on the use of masks in the context of COVID-19
Interimguidance 6 April 2020
11. World Health Organization, Reducing transmission of pandemic (H1N1) 2009 in
schoolsettings
12. https://www.who.int/csr/resources/publications/reducing_transmission_h1n1_2009.pd
f
90
T R A I N I N G O F E D U C A T I O N O F F I C I A L S O N C O V I D 1 9 G U I D E L I N E S A N D
H E A L T H P R O T O C O L T R A I N I N G P R O G RA M M E
Day One
Time Activity Facilitator
8.30 Am – 9.00 Am Arrival And Registration Of Participants(30mins)
9.00 Am – 9.30 Am Preliminaries- Opening Prayer Identified Convener
● Introduction Facilitator
● Opening Remarks (30mins)
9.30 Am – 10.30 Am School Reopening Modalities And Protocols -1hrs Facilitator
11.30 Am – 11.00 Am Health Break/Tea Break
11.00 Am – 12.00 Am Health And Safety Protocols (1hr) Facilitator
12.00 Pm – 1.00 Pm Hygiene And Sanitation Protocol (1hr) Facilitator
1.00 Pm – 2.00 Pm Lunch Break
2.00 Pm – 5.00 Pm Mental Health And Well-Being – 2hrs Facilitator
5.00pm -5.30 Pm Tea And Departure All
Day Two
8.30 Am – 9.00 Am ● Registration Facilitators
● Administration Issues
● Recap Of Day 1 (30mins)
9. 00am – 11.00 Am Assessment For Re-Opening Of Education Facilitators
Institutions 2hrs
11.00 Am – 11.30 Am Health Break/Tea Break
11.30 Am – 1.30 Pm Alternative Mode Of Curriculum Delivery 2hrs Facilitators
1.30 Am -2.30 Pm Lunch Break
2.30 Pm – 3.30 Pm Monitoring, Evaluation And Reporting 2hrs Facilitators
3.30 Pm – 4.30 Pm Closure Of The Workshop
5.00pm Tea And Departure
91
REPUBLIC OF KENYA
Jogoo House B,
P.O. Box 30040-00100 - NAIROBI, KENYA
E-mail: info@education.go.ke
Website: www.education.go.ke

Training Module Education Officials

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Training Module Education Officials

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REPUBLIC OF KENYA

STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION

TRAINING MODULE FOR

STATE DEPARTMENT OF EARLY LEARNING & BASIC EDUCATION

TRAINING MODULE FOR EDUCATION OFFICIALS ON COVID-19

All rights reserved

Dr. Belio Kipsang, CBS

1. Agnes Njoroge MoE

Elyas Abdi, OGW

SECTION TWO: UNDERSTANDING FACTS ABOUT CORONAVIRUS DISEASES .... 3

COVID-19: Communicable respiratory disease caused by a new strain of Coronavirus

Respiratory Hygiene: Infection prevention measures designed to limit the transmission of

Overall Objective of the Module

Specific objectives will be to:

Organization of the Module

How to use the Training Module

Resources Needed for the Session

Pair and share

Activity 2: What are the signs and symptoms of COVID-19?

Activity 3: How is COVID-19 spread?

Activity4: How the spread of COVID-19 can be slowed down or prevented

Guidelines to prevent the spread of the Coronavirus Diseases are as follows:

Activity 5: Who is at most risk of contracting COVID-19?

Activity 6: How to prevent self and others from Contracting COVID-19

Activity 8: What to do when a learner or staff member becomes ill.

Activity 2: Process of Institutions Re-Opening at a Glance

Period What needs to be done

After Establish surveillance aimed at early detection of unexplained respiratory

Activity4: Communication on COVID-19 Awareness Messages

Activity 5: Capacity Development

Note- Participants will be expected to come up with the following

Activity 6: Roles of Leadership and Management in School Reopening

S/No. Institution Type Office to report to

Activity 7: Co-ordination Mechanism

Session 2: Health and Safety Protocols

. The commonly shared places include:

Activity 2: Health and Safety in the school

An ideal classroom where social distancing is observed.

In groups of 3,list down the co-curricular activities that:

In groups of five, maintaining 1m distancing, identify guidelines that will be observed in

The following guidelines will support learner’s hygiene

iii) Wearing face masks properly at all times.

Activity 3: Guidance for Institution Food Programs

Activity 6: Waste Management

Activity 7: What to do When a Learner/Trainee or Staff Member is suspected of being

How will presumptive cases be handled in institutions of learning?

In groups of five, discuss infections portrayed in the images below?

Activity 8: Self-Screening for Staff before Reporting to Work

Below is an illustration of a mercury-based thermometer that is easy to use.

A Mercury Thermometer sample.

Pair and share: How is a Mercury Thermometer used?

Key Areas to be covered

Activity 1 Psychological impacts of COVID-19

Pair and share the psychological impacts of COVID-19

Activity 2:COVID-19 Risk Assessment and Trauma

In groups of three, discuss three COVID -19 risks factors

Activity 3: Psychological interventionand strengthening Guidance and counseling

Brainstorm on the psychological interventions that can be used in institutions

The education officials shall offer psychological support through:

Key Areas to be covered

In pairs, identify the 5 dimensions of quality.

The five dimensions of quality are;

a) Leadership and Management