HUMAN RESOURCE MANAGEMENT

Introduction
If I am to go by the phrase that “Employment has changed from normal contract of employment to performance contract of employment,” then I would content that the world and Kenya in particular is undergoing a series of revolutions in its system of administration owing to the fact that just some two months ago the judges were and are still debating whether they should or not sign performance contracts. My paper will basically deal with the reasons why performance contracts are of great needs highlighting some of the reasons why not only judges but any employee should sign this types of contracts. Bearing in mind the recent resistances in signing of performance contracts by judges I will further explore this notion and show why performance contracts should be introduced in the judicial sector because as the Oxford dictionary contents them to be tools which will help in measuring the judges output both qualitatively and quantitatively.

Basis of Performance contracts/ Definition of terms
Much debate has been in existence about the goodness and badness of performance contract as many employees are not for the idea of signing the performance contracts but to start my argument I would like first to explore what really a contract is. According to Oxford English dictionary a contract is said to be an agreement between two or more parties for doing or not doing something. Contracts can come in many forms; they can be oral or written, implied or expressed, and legally enforceable or not. The strongest contract, in terms of enforceability, has an offer, acceptance, consideration for the exchange clearly sets out the terms of the agreement without ambiguity, and is signed by the parties involved with proper capacity to enter into the contract. Verbal agreements or contracts drawn up by parties in direct violation of state or federal laws are said to be Weaker contracts (Mathias and Jackson, 2000).
According to the website http://www.wisegeek.com/what-is-a-contract.htm the most common type of contract is actually an oral contract. In fact, we pretty much enter into at least one or more oral contracts every day. For example, a lecturer might tell his or her students that they will get rewards if they behave properly at a certain event organized in the campus. If the students agree, then this becomes a type of oral contract that isn't legally binding. Contracts can be implied or express. That is, the entire contract, or one or more of its terms, can be implied or expressed. Typically, when we think of contracts we think of express contracts. For example, in a contract for a monetary loan, you will likely promise to pay a certain monthly rate at a certain interest rate until the loan is paid off. In addition, you probably will agree to late payment fees as well.
Armstrong, 2001 says that a performance contract is a written agreement between an employer and an employee stipulating what should be achieved while Armstrong and Boron, 1995 claims that performance contract aims at improving the performance of the people working in an organization by developing their capabilities. Sometimes, however, a performance contract term or the entire contract itself is implied. For example, when you order food at a restaurant you are entering into an implied, oral contract. The basic elements of a contract are said to be; an offer, acceptance of the offer, and consideration for the exchange. Offer and acceptance, sometimes also called “meeting of the minds” and it is a fundamental part to a contract. Without it, we might bind people to get into contracts that they did not want or intend to be party to the contract.
Our recent Daily Nation newspaper dated 15th July featured an article on contracts as the debate of the judges story was hot and the article contend that contracts may be enforceable by law or they may not. Quoting a relevant example of the agreement between the lecturer and the students would not be enforceable by law whereas the agreement for a loan likely would be enforceable by law. Therefore whether a contract is enforceable by law depends on number of factors, the key factor being whether the parties to contract intended the contract to be legally binding or legally enforceable.
On the other a contract may not be legally enforceable for a variety of factors; Problems on the face of the contract can make it void. If one of the parties to the contract has low capacity in meeting the contracts demands whether due to age or mental condition the contract will most likely be unenforceable. Fraud, alteration or misrepresentation by a party to a contract can make it null and void.
Why judges should say performance contracts
In reference to a daily nation of Tuesday September 16, 2008, it was reported that Mr. Justice Gicheru the chief justice had declared that judges would not sign the performance contracts unless the Constitution was amended to conform to their terms and conditions of service while on the same column of the daily nation the Kenyan Justice, National Cohesion and Constitutional Affairs minister Martha Karua, however, maintained that the judges must sign the contracts as the Judiciary’s performance had to be measured. She argued that Judiciary must be innovative and develop a model suitable for its operations, instead of waiting for constitutional changes.
Meanwhile on another daily nation of Thursday September 18, 2008 it seemed that Judges developed and adopted a softer stance on the signing of performance contracts but they asserted that the signing should not affect their independence. Chief Justice Evan Gicheru on Thursday claimed that judges were not opposed to the measurement of judicial output by signing performance contracts, but was on the stand that signing of the performance contracts should not erode the independence of the Judiciary functioning and systems. Quoted by the nation media group “Nobody is against the idea, but we have to be consulted on how such parameters can be introduced,” he said. Gicheru also went ahead to say, “We have our own way of measuring performance and if it is in agreement with other performance contracts instituted by the Executive, we will go along with them.’’
According to the chief justice its seen that the signing of the performance contracts is no threat since they have been evaluating their performance in accordance to their job but it seems on the centrally that if the policies in the performance contract will be not agree with their own evaluation measure then they will have to take a constitutional step. The chief justice also said, “I do agree heartedly with the signing of the contracts but since this is a judicial body their has to be a section in our constitution allowing the actions too” We are an office appointed under the Constitution and if the Executive does not agree with our terms, then we shall have to abide by the Constitution.”
Philip Mwakio and Beauttah Omanga in a Kenyan Standard newspaper of Thursday, 18th September 2008 quoted the Acting Finance Minister John Michuki voice to the simmering row pitting Judiciary against Executive over performance contracts for judges. Michuki said judges should sign the documents, insisting they were not an exception. “So long as judges and the Judiciary draw their salaries from tax payers’ money, they ought to be included in performance contracts,’’ he said.
MP Paul Muite and the Law Society of Kenya urged the Prime Minister to lead Parliament to amend the Constitution to make judges more accountable. Muite went ahead to claim that although there was need to make judges deliver, contracts alone would not succeed. He suggested that a retired judge be mandated to vet the performance of judges. “Forcing the judges to sign performance contracts will amount to merely treating syndromes. The main problem is how those judges are appointed,” said Muite. On the other hand Justice Minister Martha Karua insisted that the contracts would not interfere with their independence, the Chief Justice maintained that they would not accept any unconstitutional interference. Speaking during the official opening of the Kenya Judiciary Training Institute Ms Karua pointed out that the contracts had been successful in other countries.
Advantages of performance contracts
The use of Performance Contracts has been claimed to be an effective and promising means of improving the performance of public enterprises, on governmental organization companies as well as government departments. Performance Contract is an agreement between an employee and an employer either a government, a company or an organization which establishes general goals for the employees, sets targets for measuring performance and provides incentives for achieving these targets. The success of performance Contracts in countries like France, Pakistan, South Korea, Malaysia and India has sparked a great deal of interest in this policy around the world. A large number of governments and international organizations are currently implementing policies using this method to improve the performance of employee and public enterprises in their countries. Nyambegera, 2005 argues that performance Contracts represent a state tool for improving public sector performance. They are now considered an essential tool for enhancing good governance and accountability for results in the public sector through enforcement to the employee’s to sign them but in Kenya it’s taking another dimension where the judges have been on the front line to disguise the idea of signing performance contracts.
According to Mathias and Jackson, 2000 I believe in improving the performance of these civil servants performance contract will be a key tool so they should not be against signing this contract. Signing performance contract will increase the efficiency of the service delivery and reduce further drain on the country’s treasury resulting from their losses. An uncompromising performance contract exercise give a clear picture of the costs and benefits associated with companies or government sectors of which the employer belong to. Similarly, the Performance Contracts with government departments ensure improvement of delivery of public services and effectiveness of government machinery. Many countries have had success in improving the performance of their own public sector by designing Performance Contracts after carefully examining and adapting to their particular needs...

Key Benefits of a Performance Contract
Making reference to an article dated October 30th, 2008 in Africa News. I want to believe that by signing the performance contracts, the Judges would simply be submitting their expected outputs to the public without shedding their independence. They owe this to the public just as much as we vouch for their independence.
As it stands now, the public do not know the time frame by which to expect judgment in any given case. Once a case has been filed, even simple cases can drag on for ever. I bet the public ought to have some time frame and this can form part of the performance contracts. If the Judges are subjected to scrutiny, these cases that drag on without closure for ever will save the public the high costs of such long periods.
In my opinion, time frame for which a case should be determined facilitate four things, first by signing the performance contracts judges will reduce the kind of congestion that we currently have at the Judiciary, make the cost of Justice affordable, make litigants know when to expect Judgment in any given case filed and more effectiveness of lawyers will be seen.
Time frame which according to Armstrong, 2006 is necessary in performance management and will help say goodbye to laziness at the Judiciary for judges will be alert and on top of issues. With such alertness, the Judiciary will dispense justice on time and we will have no more back log of cases. With a clear time frame, the lawyers will charge on the merit of the case in question and more so as per their billing schedules. This will make the best lawyers have as many clients while the funny ones will be weeded out on their own incompetence.
With performance contracts, the public would know the output of each Judge as their independence remains respected so long as they dispense justice based on the law. This will also not reduce their guard against abuse of power by the ruling elite. But as things stand now, we cannot pretend that the Chief Justice is not held hostage by the Presidency, his appointing authority.
Desler,2003 points outs clearly that commitment of employee as if they own the organization they work for helps improve the organizations output and as the owner of an organizations is eager to know what his money is making then the public as the tax payer need to know what they pay the Judges for. We can only see this output in the number of cases dispensed with on a daily basis competently and the time taken for the specific cases to be done with.
Disadvantages of signing performance contracts
Basing my argument on a text of report by Jibril Adan and Martin Mutua entitled "Judges defy Prime Minister" published by Kenyan privately-owned newspaper Daily Nation website on 20 August; shows that Judges have rejected a proposal by Prime Minister Raila Odinga to introduce performance contracts, saying it would reduce the independence of the judiciary as guaranteed by the constitution. I tend to agree with the judges and point out that if the judges have to sign the contracts then the constitutional reforms must come before they sign in order to make it a law of the country since judiciary its been an in depended body as I second the chief justices words “we hold constitutional offices and until the law is amended, performance contracts for judges would be illegal," Though Justice and Constitutional Affairs Minister Martha Karua, says : "It is time for reforms and when the prime minister calls for reforms, they must come." .Recommendations
I do not believe that the Kenyan Judiciary as it stands now is truly transparent and accountable. It could be transparent and accountable to all those who are working day and night on defeating the course of justice. How would you say it is transparent and accountable when the poor and down trodden are denied justice on account of their social stations, while thieves, pimps and conmen make merry all day long?
It is my considered view that something is not adding up at the Judiciary. Judges drone as they pass judgment which most litigants do not hear nor understand. Is it a crime for our Judges to talk loudly and clearly for the benefit of all in court? Or is it a crime to dispense with straight forward cases out rightly?
When a Judge gives a suspect ruling, it does not matter that peer review comes down the line vide the Court of Appeal. The damage has been done and despite the requisite compensation given out 10 years down the line by the Court of Appeal, the damage has been done. You cannot claim back the lost time.
What must come down with this the review is appropriate punishment to the Judges who miscarry justice to the clients. They must be made to meet the full gravity of the law and pay the person whom they caused delayed justice. His act could have been intentional at the time, or for short term gains. Letting him free is not the best way out because it would encourages other Judges to similarly abort justice to many other suspects.
In conclusion I still hold to my stern position that judges should sign the performance contracts to make Kenya a country with equality where every citizen will feel the worthiness of the tax he/she pays to the government.

Reference
Armstrong, M. (2006). A handbook of Human Resource Management Practice. Kogan Publishers; London.
Nyambegera, S. (2005). Human resource Management a biblical Perspective. Uzima publishing House, Nairobi, Kenya
Mathias, R., and Jackson, J. (2000).Human resource management. South western college publishing House, Ohio, USA
BBC Monitoring Africa. (2008, August 20, September 23) Judges should sign performance contracts
Daily Nation. (2008, July 15).debate on judges signing of performance contract gets hot. Daily nation paper.
The standard. (2008, September 18) judges should sign performance contracts.
http://www.chevronenergy.com/performance_contracts/
http://www.bide.com/Workshop%20II/Workshop2-04.html

http://www.wisegeek.com/what-is-a-contract.htm
NICKY BITA

PRACTICUMS ARE LEARNING EXPERIENCES

Chapter One:

Introduction and field placement background:

I carried out my practicum in Uganda, Rakai District, and Kakuuto County. Rakai District is found in South Western Uganda with a population of 506,304 people projected from the 2002 housing and population census using annual growth rate of 1.78%. Of these 42% are males and 58% are females. The District has 4 Counties, 23 sub counties and four town councils, 126 parishes and 916 villages. A range percentage (96%) of the district population is rural based and agriculture oriented

Kakuuto is one of the four Counties in Rakai District lying between longitude 31 degrees East 32 degrees longitude 0 degrees South and 1 degree south of the equator. It boarders the republic of Tanzania in the South, and is about 200km from Kampala the Uganda’s Capital City .Rakai -Kakuuto ADP covers 5 sub counties of Kifamba, Kyebe, Kasasa, Kibanda, and Kakuuto. (Rakai District HIV/Aids Strategic Plan P: 10)

Most parts of Kakuuto display a fair distribution of rainfall throughout the year. There is a relatively short dry season around January and February and another in June to August. The largest population rely on farming as their lively-hood followed by cattle keeping and lastly fishing by a few, who are found near Kasensero landing site.

The first two cases of HIV in Uganda were detected in Rakai in 1982 at Kasensero landing site found in Keybe Sub County. This was followed by increasing death rates with increased numbers of orphans in every corner of the county up to date. In Rakai district, up to 18% of all children aged 1-18 have lost one or both parents because of the Aids scourge. In some areas of the district, this reaches 33% while in extended families and traditionally the care for the children, the financial burden placed on these families makes the task of caring for, supporting and educating these children almost impossible.


Organization/Agency background:
World Vision in Uganda was established in 1986, before World Vision Rakai Kakuuto ADP, there was “Rakai Birugngi Byokka” and it was located in Kyotera County in Rakai District. By then very many people such as Farmers, Business men ,were dying seriously before the existence of World Vision for example at Kasensero landing site, people complained to have been bewitched. In the 1980’s, the first victim of HIV/AIDS was established. World Vision came in as Rakai Birungi Byokka, but it could not reach to all people. Hence World Vision Rakai Kakuuto ADP.ADP Kakuuto was established in 1998 to mitigate the impact of HIV and AIDS, and poverty to the Kakuuto community

Rakai Kakuuto Area Development Program (ADP) was started in the 1998 as a break away from the main Rakai Birungi Byokka program, which used to cover the whole district. This came as a result of the complexity of the project, growing needs of the people and the geographical location of the beneficiaries. Currently, the program under Kakuuto ADP is carrying out five broad projects namely Agriculture, Sponsorship, Health, Education and HIV/AIDS. All these projects work together towards the over all project goal. (Rakai-Kakuuto Area Development Proposal: P 6)

Mission statement of World Vision
To follow our Lord and Savour Jesus Christ in working with the poor and oppressed to promote human transformation, seek justice, and bear witness to the good news of the kingdom of God.
Project Vision- ‘‘Our Vision for every child, life in all its fullness; Our prayer for every heart; the will to make it so’’
Project overall Goal:
The overall goal of the ADP is to improve sustainable social-economic wellbeing of 10,000 children and 8000 families in Rakai- Kakuuto ADP through provision of material support, training and skills development for productive activities and community development by the year 2007 ( Rakai –Kakuuto Area Development Program Proposal Extract:1999: P6-7)
However, each project above has its own goal contributing to the program’s overall goal as follows:-
Sect oral overall goals:
HIV and Aids project whose goal is to mitigate the impact of HIV/Aids among children and adults in the community through.
Agriculture overall goal- to improve the lively hood security households and child nutrition by increasing food production, availability, through sustainable agricultural practices
Sponsorship goal- strengthening the capacity of staff to improve child and sponsor relationships, spirituality among children and advocate for children’s rights.
Education goal- to improve the learning environment of at least 30000 children through infrastructural development increased enrolment, staff and school management capacity enhancement by 2012
Health over all goal- to prevent and control morbidity and mortality rates, minimise the social effects of economic losses attributable to malaria as well as increased access to safe drinking water and environmental sanitation in 12000 families by 2010
Christian nurture- the goal is to promote spiritual support to communities in collaboration with churches, Para church organisations and life style evangelism in Rakai- Kakuuto ADP


Organization Objectives:
 To increase Agricultural production of at least 3500 families through provision of agricultural inputs and skills enhancement in Rakai Kakuuto ADP by the year 2007.
 To improve accessibility of credit facilities and skill enhancement for micro-enterprise development in Rakai Kakuuto ADP by the year 2007.
 To provide better healthy services to the community.
 Eradication of poverty through provision of IGAs



Projects’ activities:

Health- the following are the activities under health,
 Community healthy workers have been trained
 Provision of surgical gloves to health units
 Oversees construction of health facilities
 Facilitate doctors to visit health centres
 Mosquito nets are provided to families to prevent malaria
 Shelter construction for the needy families.
 Nutrition support and awareness to the community.
 Support construction of boreholes to mitigate the impact of water bone diseases.
 Health, hygiene and sanitation campaigns.
 Anti-malaria drugs, awareness, trainings on malaria and providing mosquito nets.

Agricultural sector:

 Assisting families to grow quick and high yielding coronal coffee
 Families are assisted to rear exotic diary cows on zero grazing basis
 Model farmers have been trained in modern farming methods and are provided with improved varieties of beans, maize, groundnuts and Soya beans.
 Local female goats were provided to CIPs families and other vulnerable children and other CIPs received piglets, rabbits and chicken for rearing.

Education project:
 Provision of scholastic materials and Uniforms.
 Support school construction and finishing with local contribution.
 Support construction of Laboratory, equipping them with facilities including computers to promote science based education.
 Support training of school management committees
 Provision of school fees to children in both secondary and higher institutions.

Child sponsorship (CRS)

 Create awareness together with the staff on sponsorship programmes.
 Organises for the selection of child monitors by the parish development committees.
 Advocate for child rights including treatment, education, parentage, shelter to mention but a few (child protection)
 Maintaining effective relationship between children, community and sponsors.

HIV/AIDS
Under this programme, the response to the HIV/AIDS crisis in recognition of the dimensions of HIV/AIDS the activities have been divided into three tracks that is, prevention, care, and Advocacy:

Prevention:
 Training of children aged 5-15 years in value based life skills education.
 Prevention of mother to child transmission of HIV through linkages with government and other agencies.
 Programmes targeting “high risk” groups such as fishermen, sex workers, bar maids out of school youth etc. as identified in the local ADP partner community on awareness about HIV/AIDS

Care:
 Facilitation of care and support for OVC and people living with HIV through mobilising and strengthening community care coalitions.(CCCs)
 Facilitation of psychosocial support through interpersonal psychosocial therapy for groups. (IPTG)
 Implementation of the HIV/AIDS work place policy.
 Economic support to house holds infected and affected by HIV/AIDS.
 Facilitation, care and support for people living with HIV/AIDS and affected house holds through nutritional support, treatment of opportunistic infections and strengthening home based care systems.
 Church and FBO partnerships. Mobilising positive congregational responses to HIV/AIDS through changing attitudes of religious leaders from stigma and discrimination to active care and support using the channel of hope model.
Advocacy:

 Addressing stigma and discrimination.
 Increasing access to treatment for people living with HIV including ART. ( HIV/Aids Advocacy Strategy: P1-4)
Christian nurture-
 Organise and facilitate inter-denominational church leaders workshop annually
 Link 500 children with correspondence bible courses.
 Avail Christian literature to children
 Facilitate Sunday school teachers workshop
 Hold quarterly staff retreats
 Facilitate children’s Christmas and Easter celebrations
 Facilitate Christian film shows in primary schools and communities

Methods of implementing the programs

Community participation- each program intervention is implemented under the direct supervision and coordination of a staff member. The community development facilitators mobilize communities for all activities and train the committees to raise local resources and manage the projects at village and sub-county levels.
Committees of four sub-counties already exist at village, parish and sub-county levels. The S/C committees meet and elect ADP committee. The committees are elected after 2 years. Parish and S/C committees continue to be deeply involved in beneficiary identification, community staff recruitment as well as community mobilization and implementation of program activities.
The community at grass root level- (beneficiary) in identifying, planning, implementing and monitoring of their priority needs and projects.

Management and coordination- the program finances are managed through a project book keeper. Other project support staffs include the secretary, driver, and day guard to provide back-up support. The customer relations services are handled by the customer Relations Service Coordinator. The program ensures that the CRS activities are integrated in the entire development activities. The overall direction and day to day management is provided by the project manager who is the leader of the ADP field operations.

The program seeks to hire technical staff for the implementation of Health, agriculture and micro-enterprise sectors. However technical assistance is sought from the government departments mainly for provision of training personnel. The protocols at the communities and district are secured. This involves signing memorandum of understanding with District to reach understanding on actual operation procedures.

Management systems are adopted from the World Vision Uganda Ministry Standards for management systems. These include accounting, procurement, inventory control, personnel as well as the overall program management under the new management system. All the necessary assets required for the implementation of the activities are procured.

Credit management- The credit staffs are responsible for implementation of the credit program and are working closely with the development committees for effectiveness. The micro-enterprise coordinator provides overall coordination services. The organisation structure in implementing the scheme is incorporated in existing World Vision organization structure in the ADP.

The overall controller of the scheme is the project manager assisted by Micro-Enterprise Coordinator at the zone office. Credit field officers (Micro-Enterprise Assistants) deployed at sub-county level will continue to deal directly with credit village groups. The village credit groups consists of a maximum of 15 members selected form the village credit groups.

The credit officer after full scrutiny forwards the forms to a zonal facilitator when the information is satisfactory. The zonal Facilitator may then approve. The rejected applications are returned to the individuals who are free to apply for credit after satisfying the queries. The processes of approving loans do not take more than three weeks.

Agriculture- the program workers notably the PDCCWs as well as sub-county CDFs liaises with government extension workers of agriculture to ensure that appropriate government extension officers whom World Vision facilitates with transportation and training are done at the farms so that the foster family farmers may see the benefits of adopting particular innovations.

In this project, workers collaborate with G.E.O to foster family farmers of one parish to mobilize classes of 30-40 members to make it easy for the extension officer to travel from home to home. Sharing of experiences and across visits amongst members should be facilitative in the diffusion of innovations. A time table is made to cover the different skills on a rotational basis of the farmers’ gardens.
The support constitutes provision of improved seeds, animal breeds and planting materials from agricultural research stations at subsidized costs and provision of extension services as well as market information. Emphasis is on commercial (business) farming as opposed to subsistence farming.
Education- tuition support is given out to qualifying 9,000 children in post primary over the project area. The children are encouraged to pursue the education from schools within the district as first priority. The purpose of this is to assist children attain higher education for personal development and sustainability. Children are assisted in Secondary schools, Teachers’ Colleges and Vocational institutions.

PDCCWs
network with their committees and LCs to identify and register qualifying orphans within their specific areas. The lists are made and recommendations from the sub-county level committee confirmation of the resources to be given are made by the main project committee, which also develop criteria for giving out tuition support.

Organization/ agency policies

World vision as an organization has got many policies such as salary Administrative policy: World vision Uganda, will pay what is fair and equitable recognizing difference in job requirements and performance stating basic pay based on duties and qualifications, experience and responsibilities required in each job as determined by the job description.

Public relations
A world Vision employee is considered as a representative for the organization and is therefore expected to be discreet and tactful about what is said concerning World Vision on and off premises.

Employment Policy
Recruitment in case of need for additional staff, a particular position identified by the responsible division heads and liaison with the human renouncement and approved by national director will instruct the human resource manager to select/ hire, then induction and orientation, then probation appointment is granted then medical examination, if it is a successful completion of probation of six months then in one or two weeks time the applicant is confirmed
.
Conflict and interest policy
This deals Majory with people who can be outside or inside employment manner of dressings highly coded, visitors are to be handled without discrimination.

Compassionate leave policy
This is given to an employee who has gone through a personal or traumatizing situation For example, death of biological child is given fourteen days, and of sister or brothers is given five days.


Sick leave policy
A total of sixty days sick leave will be allowed to staff per year. A medical practitioner who will be treating the staff will grant Sick leave in certification


Maternity leave policy
Maternity leave consists of sixty consecutive days with full pay effective fifteen days before a child’s birth

Study leave policy
When undertaking a long course of study, a staff member can apply for study leave for a period not exceeding one year at a time.

Vehicle first user’s policy
Division Directors will have access to official cars. These will however be pulled whenever need arises and will be allocated at the discretion of the national Director
(Rakai-Kakuuto Area Development Proposal Extract: p20-33)














Chapter Two:
Introduction

I reported to the field work place on 20th /05/2007, where by the project coordinator allocated me to the department of HIV/Aids. However, she allowed me to carry out my consultations, research and any form of assistance across all the project’s departments. I started working officially on 22nd /05/2007 until 10th /08/2007 as the journal of activities will clearly show. Before and while in the field, I designed a number of objectives for the field placement as follows:

Objectives of the field work study:
To acquire skills in Organization management.
To find out the level of community’s participation in the project
To find out how sustainability has been achieved in the project activities
To learn how to work in rural communities
To help me gain practical experience in the area of work expected to render services in the future after completion of the degree course
To enable myself interpret theories and put into practice knowledge I have learnt in lectures and the books.
To discover and develop personal strength, gifts, interest and talents in the work area
To learn about the main activities of the problem solving process and learn how to get involved as a professional development workers.







Presentation of activities performed during the Field work place:

Participated in the coordination meetings
While at the field work place, I participated in the co-ordination meetings, which were carried out once every month. The meetings were compulsory to every staff member of Kakuuto ADP. The meetings were organized in such a way that, every department was supposed to chair the meeting .For example, HIV/AIDS department chaired on 14/06/2007. The purposes of these meetings were to find out how far different departments have gone with the implementation of activities, achievements, introduction of new members, Challenges and to find a way forward. During this meeting, the project coordinator introduced new members including my-self; it was strongly emphasized that the staff should keep time and also encouraged the staff to develop the spirit of teamwork. I participated in listening and learning from various issues raised by the different departments.


CRS Department:
This department handles child correspondences particularly letters to and from sponsors and this involves opening and sealing of documentation.
I learnt that there is a relationship between sponsors and their sponsored children relevant to the development of children and the community they are living in generally.
The activities I was involved in were locating of children’s gifts and communicating to community Assistants to help these children respond to mails and gifts from their sponsors.

Participated in devotions/Christian nurture dept.
During my stay in Rakai- Kakuuto ADP, I participated in reading and sharing of the scriptures from the bible. This is one the activities in the Christian nurture commitments.
For example, on the 7th /06/07 I shared from Isaiah 10:20-34 and I went on to interpret the scripture to the staff members about the remnant of Israel.
.
Participated in organizing different meetings by HIV/AIDS department.
When I was in HIV/AIDS department, we called for different meetings for example, on 12/06/2007; we called a meeting for all the life skills teachers, which I chaired. I also participated in the writing of letters inviting these teachers to our offices. The purpose of the invitation was to find out how far the life skills teachers have gone with implementation of the activities they had been assigned for in the previous trainings on sensitizing children about HIV/Aids at school, talk to orphans, to encourage girl child at school and the challenges they face in implementation of such activities. During this meeting, the life skills teachers pointed out the success or achievements for example drop out rate has reduced in schools, pregnancy rates by girl child has also reduced in schools they also pointed out challenges they face during their activities. These included: limited materials such as masking tape, manila cards, markers, reams of papers, they also complained about their headmasters being a problem to their implementation. We as the staff of HIV/AIDS department, we solved these problems by giving each life skills teacher from one schools, 1 ream of papers, 1 packet of markers, 10 manila cards, 1 masking tape.

Furthermore, I participated in typing and sending letters calling religious leaders for a meeting, which was scheduled on 18/06/2007. I chaired this meeting and mobilized the leaders so as to participate fully in it. This meeting was called purposely to find out those religious leaders who were trained and those who were not trained in order to train them to sensitize the community. Since the meeting was organized by the department of HIV/Aids, I participated in organizing transport refund for the participants and serving Sodas to the participants who came from the different sub-counties including Kyebe, Kibanda, Kasasa, Kakuuto and Kifamba.

Still under HIV/AIDS department, I participated in developing of log frame for the years 2007, 2008, 2009, 2010 and this log flame was to act as a guide for proper budgeting, evaluation and monitoring of the project. HIV/Aids department has various activities, of both tangible and intangible.

World Vision procurement process is yet another activity my agency supervisor took me through. The purpose of this was to appreciate World Vision procurement process. I also participated in updating the project OVC’s lists for creation of OVC database. All these took place in HIV department.

Participated in the training of psychosocial group on SYB/IYB
This was carried out at Kibanda sub-county one of the world Vision area of operation in Rakai District, it took three days, training, I participated in overseeing the activities, taking of participants photos, standing in the gap of HIV/Aids department and distributing materials such as pens, papers, masking tape, markers. The participants were trained in leadership skills, business skills, self-management and poverty assessment. This was done because some people who are psychologically tortured and have no hope in life and depressed would came back to normal understanding. This training involved counseling and guidance to these people that they can also do productive work in the community.

During this training, the participants were taught leadership skills which included the qualities of a good leader such as, being honest, exemplary, keeping time during the meetings etc.
The facilitator called Mr. Kisawuzi Remmy, trained the psychosocial group to be hard working in their community. He cited the example of planting trees, bananas, mangoes, oranges, coffee etc. Which may help the participant at old age. The participants were also told to encourage their children to go to school as an investment. This training revealed that health is not only being free from diseases but also being free from psychosocial torture.

I was also ngaged in budgetary exercise, writing invitation letters, writing proposal budget in HIV/Aids department. While in the office of HIV/Aids, my agency supervisor assigned me the task of writing invitation letters to the local leaders, L.C.II and L.C.III Vice chairperson who are in charge of children’s rights. The purpose of writing to these people was to sensitize them about the rights of children and making sure that local leaders uphold the rights of children in Sub-counties of Kyebe, Kibanda, Kasasa, Kakuuto, Kifamba.
After writing invitation letters, the agency supervisor told me to budget for how much transport refund each sub-county would get after the sensitization. Here, I budgeted in the following ways: Kibanda sub-county would take 20,000/=, Kyebe 20,000, Kasasa would get 8,000/= and Kakuuto sub-county would get 6,000/= still following the number of people who were supposed to come, I budgeted for lunch at 1,500/= each plate of food according to the number of people who were supposed to come. Not forgetting the facilitator, I budgeted 30,000 for one day’s facilitation, I did these through guideline given to e by the agency supervisor. I also calculated the figures very well and I continued and wrote a proposed budgets for sensitization of local leaders about the rights of children to the program coordinator for approval, later I had t o type t he work.

Participated in analysis of the OVC Policy
When in the office of HIV/Aids department, my supervisor assigned me the task of analyzing OVC policy and cites strengths, weaknesses of the policy and recommendations. I read the policy and came out with some strength such as encouraging community participation and mobilization from different levels. This could bring development in this policy. Corruption as a weakness brings about under development in different parts of the world, which was not mentioned anywhere, Therefore, I participated in analyzing the policy page by page and I got a number of strengths and weaknesses which were not mentioned in the above.

Participated in workshops
During the training, the trainee participated in workshops, which were organized by, the HIV/Aids department among which included the following: Faith Based Organization (FBO) in leadership Development. This training took place at Serona Hotel Hall at Kyotera Town. It took two days. The purpose of this training was to empower FBO leaders to become self-sustainable. Create development and reduce poverty. The facilitators trained the participants on the importance of working in groups, or clubs. Reasons which make the organisation to stand and reasons for downfall of the organization. The participants were also trained on how to bank money, the importance of banking money and the disadvantage of keeping money in the house. I also participated in answering some of the questions, which were asked by the facilitators like “what causes organization to fail?” I gave points like, corruption, absence of meeting, segregation, poor keeping of records.
As a trainee, I participated in many activities such as distributing the pens, books, to the participants, and also distributing masking tape, manila cards, markers to the facilitators and also overseer of the whole activities. On the second day of training, I participated in distributing transport refund to the participants according to each sub-county that participated.
There was also channels of hope mobilization which took place at Motel Highway Hotel in Kyotera town. This took 3 days from morning up to evening. These trainings would begin by devotions, and sharing from the Bible. After this, the real training could begin. The purpose of this training was to facilitate participants to develop congregational HIV/Aids situations. The facilitators, sensitized the participants on how HIV/Aids is transmitted, what can spread or transit HIV and what can not transmit HIV, like sharing clothes, eating together, and trained the participants on how to live positively and negatively, how to treat HIV people in the community,
During this training a HIV positive woman from Kakuuto was brought and was given chance to share her experiences with people. This was encouraged as it motivates others to go for testing and counseling services so that they start ARVS to at least prolong their life. Opportunities injections such as cough, swollen glands, and mouth infections should be treated immediately. In this workshop I participated in the facilitating of small groups discussions, overseeing the whole activity and distributing materials to facilitate the activities such as books, pens, papers, masking tape. Drawings of pictures were used to make participants understand. Refer to photo number 2


Participated in the celebration of the day of African Child.
The celebration of the day of African child is so much valued by the World Vision as a Christian organization. The HIV/Aids department in collaboration with compassion international organization staff, who is neighbor, organized this celebration. This function took place at Kakuuto Central primary school and the purpose was to fight and uphold children’s rights and stop child exploitation or trafficking L.C.III Kakuuto was invited as the guest of honor, band were used.

During this celebration, I participated in a number of activities as it was organized by our department of HIV/Aids. I participated in matching and directing children. After matching, there were football and netball competitions of which the winners were given cups and 10 pairs of shoes. Therefore, I participated in giving trophies to the winners both net and football matches, distributing of glucose, T-shirts and monitoring the whole activities with assistance from some members of compassion and some members of World Vision. Refer to photo number 3 and 4



Chapter Three:
Fieldwork Findings:

Communication skills
Communication refers to the process through which managerial functions are carried out which include controlling, organizing, coordinating among others. There was both top-bottom and bottom-top communication. Information from the top came from the program coordinator to all the staff of Kakuuto World Vision. There was a notice board to pin some information so that all the staff could be always be aware. For example list of people to lead in devotion were pined on the reception notice board by administrative assistants Birungi Jackie even staffs were free to communicate to their manager to say bottom-top communication existed in the organization. This is so because of effective communication to be realized, there must be feedback in that the receiver has to reply.

When I was in the HIV/AIDS department, clients could come with different problems like transport to the medical center, money for taking care of admitted people. . Therefore there was exchange communication flowing between clients and me. As a development mentalist, the communication skills were found out to be equally important in the day to day running of the organization.

Interpersonal skills
This refers to how one interacts or relates with one another while at work. For example, interacting with clients and colleagues. I managed this through respecting my self-first and then my colleagues. This as a result, made other colleagues to respect me. It was found out that isolating your self from others during lunchtime or when there is no work at that particular period of time is not good. I could chart with people around me and those I came across to and I could handle every one the way he/she was. In case of differences, keeping a low profile is the best way of solving differences since it avoids prolonging the matter.

On the side of the clients, I could just receive them in the office without giving them hard time like leaving them to stand while am sited, I could give them seats, great them and ask for the problem.

Also when the client is explaining the situation, I did not discourage them immediately but just listen as I think of what to tell them, I could advice one client to stop giving birth if children are unmanageable. Hence if workers relates well with clients and colleagues then she/he will be like at work place.

Decision making practice
Decision-making is not something you wake up from the blue and do it. The trainee tried to listen first especially during the time when the clients came in the office of HIV/Aids department, In a situation whereby the client has come to request for transport and money for up keep at the hospital, here I could not decide and write anything for the clients before informing t he CCF about it. I could tell them to come later or wait for the CCF to sign the requisition voucher.

With decision making, one need t o be so keen before making a final decision because if one take a wrong decision, then it may lead you into a serious problem that is why in HIV/Aids office I could tell clients to come back later. For that matter I did not take a final decision since the time for filed work was short.

Motivation practice
Motivation refers to the way of making one to perform to his/her level best. Motivation is a very important determination to the performance of an organization. It was found out that one is motivated when there is some refund. For example this was seen during the monthly coordination meetings. Staffs who stay in far sub-counties such as Kasasa, Kyebe, Kifamba, Kakuuto were given transport refund, breakfast and lunch. This could motivate them to participate in meetings without fail and perform their duties to the expectation of the organization. Another area of motivation was seen in those who were sent to various workshops. They go while willing since there is always transport refund lunch it is also seen in medical refund and breakfast.

However, if there is no motivation to the workers, the organization cannot perform well, because people would be demoralized and always no clear output done by the organization. Therefore motivation as a topic I did in Human Resource management in lecture room became very meaningful during my practicum. So top management should always g et ways of motivating subordinates through providing them with transport allowances, medical and early salary payments as World Vision is doing. This will make subordinates to perform to their level best.
Management functions
Management refers to the process of working with and through others to efficiently achieve organizational objectives by using the limited resources in a changing environment. Management function includes the following, planning, organizing, leading, controlling and staffing.

During the devotion, I participated in leading more especially when it was my day of reading the scriptures and preaching to the staff. Even during workshop, For FBO leaders in leadership Dept. participated in heading by giving the definition of the constitution in leadership development
During my time in HIV office, I participated in organizing invitation letters students report for tuition payment. Inviting religious leaders for meeting, I also participated in organizing meeting. For life skills teachers of which I involved in writing the minutes. As a result of which meeting, material were supposed to be given to the teacher for easy facilitation of their activities such as file. This was a sign of good management.

Performance enhancement
Performance can mean achievement or an action of any organisation. There was use of attendance book in which every one was to register every daytime of reporting at the workplace and departure. Devotions would start immediately at 8.00 am and every one was expected in time since it is the organisation policy, attendance lists were used especially in meeting and workshops.

The program coordinator could sometimes during the coordination meeting, about late coming at the work place this was experienced during Mondays and also comment early departure from the work place more especially on Fridays. She could adverse to keep time and respect their duties. Therefore, it was found out that, the organisation should use evaluation forms. However, this would make the staff fear to report late at the work place.


Writing and study skills
While at the Fieldwork placement, I participated in writing invitation letters for example I wrote the letters inviting the local leaders for sensitization about children’s right, I also participated in writing proposal budget for the training of local leaders about children’s rights. I was also given the responsibility of writing minutes during quarterly review meeting with the life skills teachers. Writing and study skills from classroom or lecture because very important during my practical activities. Here, it was found that without writing and study skills one cannot re-
Change activities assigned to him or her.

Development skills
Development can mean different thing to different people. In this context, development can mean a change from certain level to another level, during the Field work placement, it was found out that the organisation encourages development in different in different areas for example, education given to students, medical treatment given to people with HIV/Aids, Agricultural practices all these could bring about development.


Spiritual development skills
It was found out that participating in morning devotions can help us to improve on our spirituality as the children of God. Praising and worshipping, sharing experiences was good as it deeply developed y spiritual way of life and also working for the poor community without discrimination. During the devotions, I could use the knowledge of Old Testament and New Testament to interpret various scriptures.



The target was 10,000 children and 8,000 families as direct beneficiaries within the community in the four sub-counties just as it is indicated in the project goal. The indirect beneficiaries will include other children and the population of the area who will have their schools built and community members trained. The guiding principle is the plight of the child and reasonable probability that project intervention has created a positive impact to the wellbeing of the child.
The criteria as to who benefits from the project are refined following extensive dialogue with community leaders.




Analysis of the project impact on the lives of the community

Health improvement- this is being looked at in the area of health, water and sanitation. And the improved health practices in the area include sanitation, hygiene and delivery of services in the project area. Through sensitization programs there has been an observation of incidences of disease reduction for example, malaria, and sexually transmitted diseases like HIV/Aids. This has been possible through training of the community members to reach out to others on HIV/Aids awareness and its dangers. More so, there has been behavioural change in the community where by they are thinking positively to adopting better health practices and also change positively from being pitiful to love, care and understanding.
Improvement of agricultural practices- out of 8,000 families, about 4,000 families have increased the quantity and quality of agriculture products (crop and animal) both for food and sale, which also improve on the nutrition habits of the community. Such families have acquired modern farming skills through training programs besides the other cost effective methods of farming.
The community has adopted other agricultural practices for instance; zero grazing, banana pruning, mulching and use of organic manure, animal rearing, rain catchments among others. Besides, some the community members have adopted commercial agriculture with improved record keeping and marketing.
Micro- Enterprise Development- the target groups have acquired knowledge and skills to initiate, develop and strengthen their income generating projects. A number of the target families have been reported to increase incomes and therefore they are able to meet their basic needs. This has been possible through conducting trainings of the local leaders and village representatives on Start and Improve your own Business and Resource mobilization. And therefore there has an increased demand for micro credit from the community.

Education and skills development- hundreds of children in this area have been reported to acquire bachelor degrees and certificates in well-established institutions and colleges across the world. Am proud to be part of the above benefits!
There has been a reduction in the redundancy among the youth and this has helped them use their time profitably instead of getting them selves involved in risky behaviours and more so become self reliant.
Further still, the Kakuuto Area Development Program has constructed a number of schools and this has promoted at the same time improving on the quality of education in the area.

Sustainability- At least 70% of the total population in the community has participated in the election of the local communities.
There has been CIPs, who have been recruited in the program and such CIPs stand in a better position to run world vision activities with more knowledge on how the ADP operates.
More women are empowered and this has increased their involvement in decision making; a step to women emancipation. There has been improved literacy and marketable skills for personal development.
The majority of the community representatives have been taken through various trainings on start and improve on your Business. These people have continued to train and facilitate others on the same.










Chapter Four

The organization’s own evaluation of its weaknesses and strengths:

Organization’s strengths:

Trained staff- the agency noted a number of trained staff members ranging from certificates, Diplomas, Bachelors degree and Masters as its staff.

Audit- our willingness to submit to the audit process and willingness to accept the out comes out of it.

Enough budgets- the agency claims enough budget gotten, which can finance and facilitate most of its projects. This is another key element in carrying its economic activities.

Govt partnership- there has been net working programs especially with the government projects whereby some programs can be officially introduced by the ADp and left to the government agencies to run them.


Organization’s weaknesses:


At times it takes long to come up with new policies and procedures that help the organization to function better. The agency still relies on the old yet out fashioned policies, which lead to such difficulties like bureaucracy in the organization.

At the beginning, there was a problem of community mobilization and participation, which is a problem up to date. The founders of the ADP laid a foundation based on doing development for the people rather than development by the people, which still a hard nut to track by the agency staffs.

The agency is still hesitant and slow to react to the current needs of the people in the communities, reason being that there is still old ways of solving problems as designed by the first people in the development industry. This causes a number of the real problems of the people to be left out.



The problems uncounted by the Agency and possible solutions:
1. Even though the infection rates have reduced to about 12.3% in the ADP area, many people still die of Aids orphans left behind need support to continue with education, access health-care, protection, shelter, micro income projects and Christian nurture
2. Increasing number of children living on their own as a result of AIDS Children as young as 11nyears now head families. In Rakai district, by September 2002, there were 943 families with about 3000 children living in families whose heads are aged 15 and below. For instance in October 2004 we have had three 3 child headed families come up.
3. Increasing number of overburdened or overstretched families. That is, households increased number of orphans. Some families have as many as 17 orphans. The financial burden place on these families makes the task of caring for supporting and educating these children almost impossible.
4. Increased number of families headed by very old vulnerable grand parents. In most cases, the orphans are collected at their grand parents’ homes after the death of their parents. The old people are thus over-stretched with the heavy responsibility of bringing up children
5. Increases despair and psychosocial problems especially among children and adults who have lost their loved ones
6. The most productive age has died because of AIDS; there are many unmet needs in terms of health, education, Christian nurture and nutrition especially for the children in communities


Organization/agency’s solutions and recommendations for its challenges:


i. Food security for children on their own through training; maintain ace of food gardens and provision of improved seeds and other agricultural in puts
ii. Provision of shelter for OVC living in deplorable conditions.
iii. To prevent the spread of HIV/AIDS/STDs especially among the 5-24 age group.
iv. To improve and community’s institutional ability to assess their needs, identify development priorities and manage their development activities
v. Vocational skills training and post-training support (tools) to youths.
vi. Facilitation of PLWAs With treatment and improved nutrition to boost their immunity.
vii. Provision of agriculture and animal husbandly inputs to families to families at subsidised costs.
viii. Reduction in occurrence of water born diseases in families through provision of rain catchments tanks.
ix. Christian Witness ministry to give 5500 children and their families opportunities to respond positively to the Good News of the Kingdom of God.

Student’s evaluation of the organization strengths and weaknesses:

Strengths:
The organization has been severally seen carrying out networking activities with other development agencies and this helps to strengthen its existence in the future. For example, during the celebration of the Day of the African child which we scheduled on 29th/06/2007, the HIV/Aids department carried out activity with the Compassion for Children an NGO located in Kakuuto whereby they networked in the resource mobilization, campaigns, and awareness as well as organizing the whole event. During our coordination meetings, the PC has been stressing the issue of the projects fazing out in 20011. Therefore, to my observation, this will help the agency to handle some of its activities to other development agencies in the same to be monitored and evaluated as a way of projects’ sustainability.

The ability of the organization to carry out coordination meetings monthly strengthens its existence. During these meetings the various departments, CDFs, PC, CRS and the CAs of various communities, are presenting monthly reports. In these reports, a number of issues are looked at for example, completed activities in the previous month, pending activities, challenges faced while implementing the activities and finally a way forward is designed by the staff all together.

The agency conducts different trainings for its staff on various issues arising as the organization continues to function. This prepares its staff to face and handle new challenges in the development world. For instance, formerly there used not to exist such terminologies like sustainability and community participation. And if they existed were not key issues in development of late. Therefore, if an organization or agency conducts on the job training, new terminologies like the above are being introduced to them.

Ability of the ADP to reach out to most of its target groups. According to the Rakai Kakuuto,overview, 700, household in the ADP have been reached with preventive Healthcare massages, to date 10,000 children have been supported to access Primary and post primary education.”

The agency carries out auditing of every after three months to check on its weak points and look for the way forward. This puts pressure to the staff but at the end of it all they perform eefectively.

The agency has emphasized the importance of employing trained and qualified personnel rather than using know who kind of selection and recruitment of the personnel. This has helped the agency to operate with a number of professionals in its development activities.


Weaknesses:
However, despite all the above strengths there still can be organization weaknesses that can be mentioned below:

Community participation is one of the key aspects in the world development. Today, an organization or agency will be quantified to be successful it observed that necessary aspect. It is equally important to note that, even though world vision Rakai Kakuuto ADP has carried out vast projects to a larger number of people in their communities, still the community has not yet fully owned the these projects. This is manifested in the way helped children are still called “world vision children” as well as world vision projects by the communities.

The majority of the qualified personnel the agency currently owns are from other fields like Education, Urban planning, plus a few fields related to community development. This is come as a result of development and most of its related terminologies being newly introduced here in Africa and therefore, there are still a few personnel trained in carrying out specifically community development in the development world. This is so because in development it is believed that people are the greatest resource in the community and therefore should be treasured. And this is not somewhat the case in the ADP.

There can be noted severally an element of bureaucracy in the ADP through the various stages and steps documents under go through before the PC approves. There have been emergency cases like children being chased out school for late payments, sick people requesting for transport to access medical services. But because the PC is not in place nothing can be accomplished in her absence. And even when in place sometimes it takes more than the necessary time for some issues to be completed.


Student’s evaluation of the challenges
World Vision Rakai – Kakuuto ADP has got several challenges as registered from different departments such as Health, Agriculture, CRS, HIV/AIDS, Education and Accounts department:
1. The organisation faces a lot of operational costs escalated by power problems. Being remotely located, there is no sufficient source of power like hydro electric power hence the organisation depends on solar and a generator which increases the cost of operation yet there is limited funding.

2. Vast Area is being seen as the problem of the organisation. The World vision Rakai Kakuuto ADP operates in 5 sub counties of Kyebe, Kifamba, Kasasa, Kibanda and Kakuuto. These areas are too large to be covered by the organisation. And yet the world vision united states of America gives fund which comes from the heart and as organisation has no force to make them increase or decrease.
3. There is increased number of children, who drop out school partly due to lack of awareness and attitude towards education has not been very positive hence this limits the organisations effectiveness.
4. The organisation also face the challenge of poor transport system for example for field workers at both sub county and Parish levels faces the problem of floods more especially during the rain seasons, potholes which spoils motorcycles within a fortnight and which needs them to be taken to be serviced almost once every week and is costly.
5. There is a challenge of aid syndrome most especially in the community, people are used in getting free things from world vision and this makes them think that they will be given forever. This is a challenge to the organisation in that it affects the idea of sustainability development
6. Unpredictable weather changes is also a challenge to organisation. For example the organisation gives out seeds (beans, coffee beans, maize) when it is raining and after a short period it over shines and the crops dries up, hence wating the resources
7. The HIV/AIDS prevalence rate in Rakai has been persistent which could mean that people have become complacent to HIV/AIDS prevention message and danger posed by the epidemic. The organisation face a challenge in that, during the sensitisation exercises many people seems not to have interest in this exercise because of stress of loosing their dear relatives.

Solutions for the above:
1 There should be the introduction of labour-based road construction, which are cheap. This will help many roads with potholes be filled up with stones locally. The local government LC III,LC IV should mobilise the construction of feeder roads as the way of helping the organisation to operate its activities in various Sub-Counties of Kifamba, Kyebe, Kibanda, Kasasa and Kakuuto.

2. Since the organisation works in partinership with the government state,should help the organisation to solve the challenge of hydro-electricity power by extending the wires from kyotera to Mutukula boarder. AS a result, Kakuuto world vision will be in position to extend the power to the organisation base.
3. Sustainability being the problem, the organisation should put much emphasis on long term investment, which will live to help the community even though the organisation phase out. The organisation should put more emphasis on training of local community with various skills such as agricultural skills, channel of hope, leadership skills among others.
Student’s Recommendations/ opportunities for development
Christian nurture commitment is an opportunity for the organisation to better it’s performance, in that, various local churches are involved which helps the organisation to implement it’s activities such as distributing Bibles to local churches and teaching the local people on how to read the Bible are done by the religious leaders, organizing crusade. All t he denominations are embraced with t he organisation since they are the witness of Christ. For example Pentecostal churches organizes crusade which would have been done by the WV so this is an opportunity for the organisation to better its performance. Many people can read and write due to education programs. This implies Christian literature that W.V. give and understand more about the kingdom of God.

Education is also an opportunity for the organisation to better it’s performance, in that, through education students in different levels of education such as sending them vocational institution university level, and also supporting them with all the necessary requirements such as provision of fees, scholastic materials like books, uniforms, pens. This will motivate the students to concentrates on their studies. As a result, they in future become self-esteem. And as t hey already educated, they become self reliant. Hence providing for themselves all that is necessary for life. As graduate, the educated people also come back and help the organisation to mobilize the community and participating in helping for example other orphans which the organization can’t extent the needs to hence education being the greatest opportunity for the organization.

Furthermore, the organization trains people in other areas such as Agricultural whereby people are able to acquire skills of monitoring t heir agricultural inputs, people are trained on which seed to plant and how to use fertilizers. As a result on training them, they are able to start their own businesses and also train others on their communities
Still the agency provides people with tools such as hoes, pangs, which are used in cultivation of land for planting. As a result, people are able to cultivate land and grow crops. As a result, the cut put for example it one planted maize; beans are sold to the market and get income, which raise the people’s standard of living.

The children in programs are treated and people living with HIV/AIDS are given transport to go and get ARVs in different hospital and clinics and if it is serious diseases they are given transport to Uganda cares for treatment, they are also facilitated with food, money etc.. As a result, they become health and participate in productive activities which brings about development
Through channelsof hope in HIV/Aids department, the church leaders and faith-based organisation (FBO) are playing a very important role in nurturing the spiritual, emotional life of the community. The churches are now spearheading the fight against HIV/Aids. The organization programs are implemented in an integrated manner, which has better enhanced holistic development to say all sectors are given considerable assistance. The communities accept the implementation of the organisation activities, for example the local people through mobilization by L.Cs. they help the organisation in various ways such as construction schools, constructing houses for the children in program. Religious leaders accept to uphold the rights of children. Hence an opportunity for the organisation to better its performance.

Chapter Five:

Lessons learnt from the organization and practicum
During the time of placement, numbers of lessons were learnt and they include the following:
• I learnt how to work with communities of different categories of people, these literate and illiterates through direct interaction.
• I also learnt that, there is need to know many local languages when dealing with the communities of different categories.
• Office management: The period I spent in the fieldwork placement, made me to learn how different offices are managed and the order of distributing organization properties outside to the communities, still I learnt how to write a proposed budget to the programmer coordinator-requesting funds for the facilitation of different activities. This was for example done in HIV/AIDS department.
• Furthermore, I got to learn how communication skills are used in the organisation. When carrying out training I interacted with people of different categories. I also managed to find out that communication is a two-way and a process; there is communication from the boss to the subordinates (top to bottom) and subordinate to the boss (bottom to top). As a result of communication skill, I also gained the skill of listening. As a develop mentalist, communication skills is very important in spear heading any development in communities.
• It was found out that motivation is very important in any organisation if effectiveness of employees is to be realized. Motivation can avoid being reluctant by the employees. This was seen during the coordination meetings when all members could come for the meeting since they knew there was breakfast, lunch and transport refund. Secondly there was retreats, which took place away from the organization’ location. It involved going out to eat, chart and share with the rest of the staff members. The idea was very friendly from what the comments received from the staff members who attended the retreat.


• I gained knowledge on how to write reports and minutes, when I participated in writing minutes during quarterly review meetings, I gained the skills of writing the minutes and report.

• Devotions: This was very important in my life as it could bind us together, there was no segregation of denominations that is to say, Catholics, Protestants, and Moslems all were valued in devotions. And this helps all the workers stick to the mission of the Organization.

• Teamwork was a necessary key to success. This was noticed severally when all the staff members decided to work together, they always excelled in whatever they had agreed upon unlike at times when some of them decided to do what was viewed as pleasant to them selves.

• It was noted that bottom up rather than a top down from of communication is a necessary factor if development activities are to be strengthened. People at the bottom have a vast information and knowledge on how to do certain development activities therefore should not usually be left out.


Summary:
Practicum is really an important field experience that I would recommend all students to carry out before graduation. It opens our world of interactions, new environments, experiences and it introduces us to the real world of development people undergo through in the field.

Though I faced a number of difficulties like long distances to field places, language barrier, dusty and muddy places, it is still a nice experience because it taught me a number of lessons that may not have been tacked in this paper but are still vital to my life in general.

I was happy to learn that, a number of problems and challenges that were identified in the field can further be handled by the different development personnel like us in the future since development is a process we cannot hesitate to come in and help to change the old fashions; attitudes and mind sets that the first development workers had.

Conclusion:
World vision Rakai Kakuuto ADP is an NGO operating on the foundation of good Samaritans who saw the need to help people suffering around the globe. And therefore, we cannot sit back and watch its vision perish because of one reason or the other. Am one of the world vision CIPs that would wish to take this opportunity to call upon all the people around the globe pursuing different development pursuits to come up with new methodologies, policies and systems aimed at helping the communities realize their dreams and full potentials. Rakai Kakuuto ADP is performing well in terms development activities, however, if new methods and systems can be adopted, it strengthen its good will.


Nick

SIGNIFICANCE OF FORMAL EDUCATION

INTRODUCTION
Formal education is significant ; acting as one of the sources through which people acquire knowledge ,skills and attitudes about different things in life. Nonetheless, this imperative function has not been achieved to the desirable level as it faces many barriers resulting from variety of aspects linking with the educational sector. These generally take account of: making the curriculum relevant for social progress and strengthening the links between educational system and the world of work : ability to balance resource allocations within the sector between infrastructure, building, teachers, students and other components of educational institutions: curricular development: innovations in teaching methods: organization and management amid other aspects.
In Kenya, educational institutions (Primary, Secondary and Tertiary institutions) do not hold still the precise study that enable generalizations and formulas for their management to be perfected or at least improved. Taking into account the magnitude of mismanagement in the educational sector, I have chosen human resource (HR) mismanagement (which involves more than merely the management of the institutional staff as it covers the processes of founding institutional relations, training and development, staff resourcing, employee welfare as well as rewarding them) as the viewpoint regarding this research.
This investigation has three major phases and seeks to underscore the factors epitomizing HR mismanagement in the Kenyan education sector ; focusing on aspects of the mismanagement; effects of the mismanagement and the plausible counteractive procedures regarding the mismanagement.
IMPROPER MANPOWER PLANNING
Manpower planning regarding teaching staff in the educational sector remains one of the key roles of the administrators in these institutions. Besides, the Teachers Service Commission draws up rules, which govern both recruitment as well as Career-related matters pertaining to the educational sector. Despite the fact that these rules are laid out, they are scarcely applied thus facilitating capacity-imbalance regarding teaching staff and learners.
The capacity-imbalance takes two dimensions: understaffing or overstaffing of the teachers.
Understaffing is typified by teaching ineffectiveness as a result of the number of students surpassing that of teachers to unmanageable levels. Thus, available members of the teaching staff are strained in their quest to clear up the syllabus on time. Correspondingly, the students are assigned too much academic workload which only worsens the situation.
Overstaffing, on the other hand, is characterized by unnecessarily excess teaching staff in some of the educational institutions. The immediate effect is absence of definite roles to the excess teaching staff members. Yet, overstaffing results from lack of emphasis on the recruitment procedures as outlined by the Teacher Service Commission.
Counteractive measures to improper manpower planning
Maximizing staff use requires a thorough understanding of the options open in respect to staff deployment, of projected requirements expressed quantitatively and qualitatively, and of what either is currently or will become available. In the Education sector, various forecasting tools are available to the planner including simulation models. The forecasting of staff requirements in the country is complicated by weak data bases; the multiplicity of teaching categories; the lack of viable measures to determine non-teaching staff needs; the general absence of career planning data; inequitable geographical staff distribution; and annual budgeting methods.
REPREHENSIBLE PROMOTION OF TEACHERS
Whether in the form of a higher grade or a within-grade step, promotions are regarded as the right of all educational teaching staff inasmuch as they increase staff motivation and improve job performance. Staff rotation in the educational sector may occur either within a specific service (through promotion) or geographically as a result of a re-assignment.
The process of selecting staff in the sector for promotional reasons ought to follow the Teachers Service Commission procedures. These measures are applicable to all members of the commission and they basically require that would-be employees enter into an open competition to fill a vacant post. Nevertheless, such procedures have scarcely been adopted reports on the process reveal that nepotism tribalism and corruption are major determinants.
Counteractive measures to reprehensible promotion of teachers
Possibilities for profession advancement should be available to teachers throughout their careers, be they in the form of promotion by grade or step, change of discipline or service, both within and outside the Ministry. Promotion as a consequence of a change of specialization is possible following appropriate study and certification.
What is more, competition for a staff post ought to go through three stages before confirmation of appointment: advertising the vacancy including the job description, the terms and other particulars of the competition; drawing up a short list of candidates showing the greatest promise for the assignment and organizing an interview session for those who have been selected.
Confirmation of the appointment should then be given at the end of the interviews and published as stated in the TSC constitution:
‘Thereafter the evaluation of qualified persons for the existing vacancies, publication of their names shall follow in the daily newspapers seven (7) days after the date of interview…’(CAP 22, section 4(i))
Promotion on the other hand takes into account length of service and the individual’s skills in relation to defects expended responsibilities in relation to those set forth in the job description
INAPT TEACHERS’ COMPENSATION
Education Ministry staff salaries, like those of all other civil servants, are calculated on the basis of a system of points assigned to each grade and step. Salary levels are normally set on the basis of profession, level of responsibility, and steps based on years of service. The monetary value of each point/grade is normally common throughout the entire Teachers Service system.
A teacher’s salary, as stated in TSC’s policies, ought to be made up of the base salary and special assignment allowances minus whatever is withheld as a contribution to the Pension Fund or to pay income taxes.
However, the current teachers’ reward policies are inappropriate as the salaries do not accurately reflect national economic realities like the level of national development (GNP per capita income), the cost of living, salaries of comparable specialists working elsewhere and the like.
A number of factors make it possible to confirm the above contention: among them are the difference between the beginning and end-of career salaries and the average salary: per capita GNP ratio. What emerges is that the salary: GNP ratio is relatively low in higher income countries and low in poorer countries such as Kenya.
The outcome of the challenge is continuous halt in the education system as teachers organizations such as KNUT(Kenya National Union of Teachers) and KUPPET(Kenya Union of Post-Primary Education Teachers) call for their members to strike so that the government and TSC addresses issues relating to their salaries.
Inapt staff compensation counteractive measures
The issue of rewarding educational staff is quite contentious and has been the major hallmark behind of teacher strike. Hence, there is need for TSC, KNUT, KUPPET as well as the government, in unison, to deliberate on the pressing concerns relating to teachers’ salaries and other deserved benefits. Indeed, Pragmatic compensation will motivate the teaching staff and general workforce by adding value to performance via equitable distribution of benefits improves performance output.
LACK OF TEACHERS’ TRAINING AND DEVELOPMENT
Maximizing teacher competency should be the starting point for any education reform. Unfortunately, the HR management in the educational sector has failed to grasp the significance of staff retraining needs.
The concept generally adopted by the Teacher Service Commission of Kenya covers not only pre-service training but regular in-service training for all teachers throughout the entire span of their careers. Regrettably, the set up teacher training programmes are ineffective due to many drawbacks that need to be addressed.
In-service training, however, while arguably a powerful tool to raise competency levels and keep teachers abreast of new trends in education, occupies at best a modest place in educational sector. Moreover, funds earmarked for in-service training are, generally speaking, inadequate. Finally, scheduling times when teachers can attend in-service training sessions along with finding their temporary replacements are also obstacles that have yet to be over-come.
Correspondingly, pre-service training typically targets the learning of the various subject matters and generally neglects the pedagogical and practical aspects of teaching. To the extent that it fails to incorporate the specificity of difficult urban and rural contexts, it may indeed be completely cut off from field realities. Unrelated to in-service training possibilities, it is not part and parcel of a global vision of teacher preparation and support.
Certainly, , the on-going educational development of the teaching staff in Kenya is just but a work in progress since neither the means nor the ends have been clarified in any operational way. In the absence of both clear conceptual framework as well as linkage between pre- and in-service training programmes for the teaching profession, complicates the task of defining both content and delivery systems and of programming them in a manner that benefits teachers throughout their careers.
Counteractive measures to lack of teachers’ training and development
Teacher training thus needs to be re-examined in the contact of constantly changing needs, both respect to basic and life skills, and to future employment imperatives. Nonetheless, on-going in-service training need to be re-examined in the context of a global vision taking into account the twin dimensions of skill-building, namely pre- and in-service training. The interdependent functions of each must be clarified in light of the desired overall skill profile of the practicing teacher and of the expectations of the Education Ministry.
Pre-service training should typically fated to provide teachers with the basic skills that will qualify them to enter the teaching profession along with the knowledge of how to update them as and when necessary. Reforms ought to include efforts to find a better balance between the theoretical and the practical by: Organizing alternating in-service training programmes; taking into account different contextual conditions; and designing and integrating pre-service training programmes in a way that reflects their place on a training continuum of staff development.
In-service training, on the other hand, should be tasked with: Completing and/or updating a teacher’s general culture; Reinforcing the skills acquired in pre-service training; Providing information on curriculum modifications and teaching innovations; and Furnishing individualized instruction to teachers with specific needs.
INCOMPETENT TEACHER-EVALUATIONAL METHODS
As stated by the Prime Minister, Rt. Honorable Raila Odinga in his speech during the launching of performance contracts in the civil service,
Performance reports are an essential part of any programme of management by results. The output and efficiency of an administration depend, to a great extent, on the performance of the staff tasked with carrying out the activities that are designed to achieve the institutional objectives. Going well beyond the random inspection that typically results in a sanction of some sort, periodic performance reporting, the sole purpose of which is to increase staff performance, focuses on gaining a better understanding of staff competency, aptitude, and motivation in order to take timely corrective measures to overcome any systemic dysfunctions that come to light in the process.
On the contrary, teacher evaluation is not highly upheld neither by the TSC nor administrators in the various educational institutions. Resultantly, there is lack of unified direction within the sector towards its supposed-to-be objectives.
Additionally, Gitobu, W. & Osero, S. state that ;
the hardworking staff is demotivated as their efforts are rarely recognized and their potentiality is undermined. Moreover, there is reduced degree of accountability and dedication among the staff due to absence of strict assessment relating to their performance.

Staff evaluation counteractive measures to incompetent staff evaluational methods
The educational institutions should carry out thorough accounting and auditing of the teaching staff so as to update their skills inventory. This process involves staff recruitment and retrenchment planning, assessing workforce competencies, developing succession plans and performance appraisals.
The assessment covers all staff, administrative staff should conduct the exercise annually and to prepare a report on the overall picture of the Sector’s human resource performance; various performance measures are used including output, organizational skills, extent of technical competency, research skills and creativity; the introduction of face-to-face meetings with the interested party, at appropriate moments in the evaluation process; breaking down the evaluation process into three inter-related parts, namely:
 pre-evaluation which undertakes to clarify those tasks which can be identified and quantified along with relevant performance measures;
 actual evaluation in which staff performance is assessed with a view to illuminating any shortfall in relation to the objectives followed by a discussion with the staff member concerned; and
 post-evaluation phase in which decisions are taken about any pending personnel matter (e.g. promotion, request for study leave etc.) as well as identifying any corrective measures that may be necessary.
W.B.Castetter,(1996,p23)
To ensure this system is successfully introduced, certain prior conditions must be satisfied: manuals must be prepared in which assigned responsibilities, activities, reporting procedures and related performance measures are made explicit; the development programmes entrusted to each service, together with the performance measures, must be described; and senior support staff trained in management and staff evaluation methods must be in place.
These conditions are far from having been met even in the central administrative services let alone in those at the provincial and district levels and in schools. Yet without them, introducing performance-based management will be still further delayed.
Besides, educational staff assessment is currently undergoing changes in the country especially now that results-based management is being advocated for. Though, debates are still heated in regards to the government’s proposal that its civil servants, as well as teachers, sign performance contracts.

UNPRODUCTIVE TEACHER RELATIONS
The working climate within a school is acknowledged to be closely linked to staff morale, which is why more attention should be paid in regards to participatory decision making, transparent planning, and the training of senior district level staff in modern management methods.
Nonetheless, the teaching staff efficiency has for a long time been hindered by unconducive working environment. Such an environment is basically imposed either by the institution or the government.
Poor institutional relations may be perpetuated by discriminative institutional administrators, retrogressive institutional policies ,inadequate resources or even tribalism as has been in current developments.
Unfavorable government-teacher relations is mostly characterized by absence of commonality of the two parties regarding the policies in the sector. Such policies are mostly related to teaching staff salaries as well as their execution of duties: teacher disciplinary measures; retirement and pentional matters.
Staff relations counteractive measures
There is need for liberalization of institutions from government control. This will enable running of such institutions in an ethical, transparent and accountable manner. Besides, freedom should be granted to such institutions to enable them adopt progressive and constructive concepts.
More to the point, work schedules allow staff to strike a balance between the demands of the workplace and family responsibilities. Compressed work schedules enable employees to put in the required hours but over short duration.
In addition, adopting advanced information and communication technology(ICT) enhances communication amongst the institutional staff as well facilitating education procedures such as researches ; learning process becomes more practical and realistic. As highlighted by UNESCO (United Nations Educational, Scientific and Cultural Organization0,
The Dakar Framework for Action, crafted to address those problems, contains the following main thrusts: establishing good governance; improvement of the status and working conditions of teachers; development of information and communications technologies; and systematic monitoring of the results obtained.
(UNESCO 2007 annual report)
Good governance goes hand-in-glove with: planning and programming which reflect national priorities and needs; new approaches to budgeting by programme and objective with special emphasis placed on the use of performance measures and accountability; devolution and sharing of responsibilities between national, district and local officers within the education sector; greater administrative flexibility with an emphasis placed on user-friendliness. Decentralization is one of the keys to reform to the extent that it promotes grass roots involvement in strategy implementations through greater participation among the various parties in the sector.



CONCLUSION
The place of human resource management (HRM) figures prominently in any civil service administration and nowhere more so than in the education sector. Between the rapid increase in staff and the plethora of new rules and regulations, the complexity of HRM has grown enormously. New approaches and an increase in specialization are inescapable if the task is to be done satisfactorily. These concern arise from the notion that staff are generally interchangeable to a the view that trained individuals represent resources for the solution of sector challenges and must be managed accordingly, To the extent that education ministry officials are compelled to pay more attention to HRM, they need to be better acquainted with policy and reform matters, with the HRM variables that impact on them, and with HRM methodologies.
The improvement of Teachers service efficiency requires a reappraisal of how: management can be improved by recruiting the requisite competencies, regular in-service training, and the reassignment of staff; the appeal of a Teachers service career can be strengthened through better conditions of service, inter-personal relations, and remuneration; a culture of efficiency and high quality work can be introduced and assessed.
The above stated various actions have, in the framework of national programmes, benefited from an on-going technical support provided by UNESCO, the U.N. Agency tasked with the responsibility for coordinating global “Education for All” efforts-as is the mission of the organization.


REFERENCE
Castetter, W.B. (1996). Recruitment, selection, induction, development and appraisal In
W.B.Castetter, The human resource function in educational administration. (6th ed.) (Pp22-47) New Jersey: Englewood Cliffs

Owens, R.G. (1991) Growth-enhancing environments in educational organizations In
R.G. Owen, Organizational behavior in education. (5th ed.) (Pp5-30) New York: A Simon & Schuster Company

Kerr, M.M. & Nelson, C.M. (1989) Strategies for managing behavior problems in the
classroom. (2nd ed.)London: Merrill Publishing Company

Mort, P.R. (1996) Human resource impact in schools In P.R. Mort, Principles of school
administration. (1st ed.) (pp 64-83) New York: Hill Book Company, Inc.

Republic of Kenya, Ministry of Education, Science and Technology. Administration and
Management. Report of the education administration conference. (21st -25th April, 2006) Part2A, Kenyatta University.

Gitobu, W. & Osero, S. (January-February 2009) HR Management and Development; A new
Approach to Managing People. (pp 7-9)

Douglas, M. & Bukusi, A. (2007) The Issue of educational administration in third world
countries. Dakar, UNESCO Summit. Retrieved April 11, 2009, from
http://www.unesco.doc.2007/summit report/administration/pV4.htm

WRITTEN BY NICKY BITA

What goes around comes around

A frail old man went to live with his son, daughter-in-law, and 4 yr old grandson. The old man's hands trembled, his eyesight was blurred, and his step faltered.


The family ate together every night at the table. But the elderly grandfather's shaky hands and failing sight made eating difficult. Peas rolled off his spoon onto the floor. When he grasped the glass, milk spilled on the tablecloth.

The son and daughter-in-law became irritated with the mess. 'We must do something about father,' said the son. 'I've had enough of his spilled milk, noisy eating, and food on the floor.'

So the husband and wife set a small table in the corner. There, Grandfather ate alone while the rest of the family enjoyed dinner. Since Grandfather had broken a dish or two, his food was served in a wooden bowl!

When the family glanced in Grandfather's direction, sometime he had a tear in his eye as he sat alone. Still, the only words the couple had for him were sharp admonitions when he dropped a fork or spilled food.

The four-year-old watched it all in silence. One evening before supper, the father noticed his son playing with wood scraps on the floor. He asked the child sweetly, 'What are you making?'

Just as sweetly, the boy responded, 'Oh, I am making a little bowl for you and Mama to eat your food in when I grow up.' The four-year-old smiled and went back to work.

The words so struck the parents so that they were speechless. Then tears started to stream down their cheeks. Though no word was spoken, both knew what must be done.

That evening the husband took Grandfather's hand and gently led him back to the family table. For the remainder of his days he ate every meal with the family. And for some reason, neither husband nor wife seemed to care any longer when a fork was dropped, milk spilled, or the tablecloth soiled.

On a positive note, I've learned that, no matter what happens, how bad it seems today, life does go on, and it will be better tomorrow.


I've learned that, regardless of your relationship with your parents, you'll miss them when they're gone from your life.

I've learned that making a 'living' is not the same thing as making a 'life..'

I've learned that even when I have pains, I don't have to be one.

I've learned that every day, you should reach out and touch someone.

People love that human touch -- holding hands, a warm hug, or just a friendly pat on the back.

I've learned that you should pass this on to everyone you care about. I just did.

NOTICE AT THE END, THE DATE THE CANDLE WAS STARTED.

I am not going to be the one who lets it die.

The Candle Of Love, Hope & Friendship

Nicky Bita
Development Student Fourth
Daystar University