Year 1 National Scale Architecture & Indicative Budget
How the 90-day founding programme becomes a 12-month national implementation programme - replicating the proven model through controlled waves from 10 founding schools to 50 LocaeHubs, 500 Core Implementation Schools and 6,000 Connected Schools, with the full KSh 1.75 billion indicative budget built up line by line. One Big Change Kenya, 2027.
This Appendix explains how the proposed 90-day founding programme involving ten schools can responsibly become a 12-month national implementation programme. It defines:
- the transition from 10 schools to 50 LocaeHubs
- the transition from 50 LocaeHubs to approximately 500 Core Implementation Schools
- the connection of a wider network of 6,000 schools
- the different levels of support received by schools
- the Year 1 implementation timetable
- the workforce required
- the proposed Hub operating model
- the national evidence architecture
- the Traction Partner resource model
- the proposed LocaeAwards and LocaeFest cycle
- the indicative KSh 1.75 billion Government programme budget
- the conditions under which scale should proceed
- the milestones against which Year 1 funding may be released
The Year 1 programme is not automatically commissioned by funding the 90-day founding phase. It is a separate national implementation decision made after the December Decision Gate.
The central question is not:
How do ten schools suddenly become 6,000 schools?
The correct question is:
What must be learned from ten deeply supported schools in order to build a repeatable implementation system that can then be delivered through 50 local Hubs, approximately 500 Core Implementation Schools and a wider 6,000-school network?
That distinction is fundamental.
Programme A
Founding Implementation Programme
September to December 2026 - approximately 90 days.
Scale: 10 schools, 10 counties
Purpose: Prove and refine the implementation mechanism.
Government planning value: KSh 84.37 million
Main result: An evidenced, costed and operationally tested model ready for a national scale decision.
Programme B
Year 1 National Implementation Programme
2027 - approximately 12 months.
Proposed scale: 50 LocaeHubs, 500 Core Implementation Schools, 6,000 Connected Schools in total
Indicative Government planning value: KSh 1.75 billion
Main result: A functioning national implementation and learning infrastructure capable of helping schools translate policy into practice while building local implementation capability.
The 90-day founding programme should be understood as a pre-scale validation phase. It answers:
- Does the Change Lens work?
- What does it cost?
- What level of school support is actually required?
- Which activities must happen in person?
- Which can happen digitally?
- How much time does a school need?
- What does a useful MicroSummit look like?
- What expertise is repeatedly required?
- What resources are repeatedly required?
- What evidence can schools realistically produce?
- What can schools sustain themselves?
- What should a Hub actually do?
- What staff ratio is required?
- What safeguards are necessary?
- What technology is required?
- What should Government commission nationally?
Year 1 begins with those answers. It does not begin from zero.
By the December Decision Gate, the ten-school programme should have produced the practical assets required for replication. These include:
These are the replication assets.
The scale pathway is:
Step 1: Prove
10 schools - deep implementation across ten different contexts.
Step 2: Codify
Convert founding learning into Change Lens Version 2, Hub Playbook, School Implementation Pack, Champion Training Programme, evidence standards, resource-matching methodology, digital workflows and governance standards.
Step 3: Build Capability
Identify and train national team, operational cluster leads, Hub Leads, Hub facilitators, school champions and evidence personnel.
Step 4: Replicate Through Hubs
Establish 50 LocaeHubs, each supporting approximately 10 Core Implementation Schools.
Step 5: Connect the Wider Network
Each Hub builds a wider school network averaging approximately 120 connected schools - across 50 Hubs, approximately 6,000 connected schools.
The national architecture is:
50 LocaeHubs
↓
× approximately 10 Core Implementation Schools per Hub
↓
= approximately 500 Core Implementation Schools
↓
Each Hub ultimately connects approximately 120 schools in total
↓
50 × 120 = approximately 6,000 Connected Schools
The 6,000 figure includes the 500 Core Implementation Schools. It is not 500 Core Schools plus 6,000 additional schools. Therefore the intended Year 1 network is approximately:
500
Core Implementation Schools
5,500
Wider Connected Schools
6,000
Connected Schools in total
This prevents double-counting.
The ten founding schools do not disappear when Year 1 begins. They become the first evidence cohort. They may:
- continue their implementation work
- contribute practice examples
- support Champion training
- participate in national learning
- support methodology refinement
- become reference sites
- mentor other schools where appropriate
Some may become LocaeHub Lead Schools. However:
Participation as a founding school does not automatically guarantee Hub status.
Hub leadership must be based on readiness. Where a founding school is not ready to lead a Hub, it may remain a Core Implementation or Reference School.
The national model must not expect ten schools to personally recruit, manage or train 5,990 additional schools. That would be neither realistic nor sustainable.
Scale occurs through institutional replication. The founding schools help prove the model. The national programme builds the workforce and Hub infrastructure required to replicate it.
Year 1 builds from 10 founding schools to 50 LocaeHubs, 500 Core Schools and 6,000 Connected Schools through controlled implementation waves.
One Big Change Year 1 will distinguish between three levels.
Founding / Demonstration Schools
Approximately 10
Receive the deepest longitudinal evidence follow-up.
Core Implementation Schools
Approximately 500 in total
Including founding schools that continue at Core level. Receive structured implementation support.
Connected Schools
Approximately 6,000 in total
Includes the 500 Core Implementation Schools and approximately 5,500 wider network schools. Receive lighter network access.
This distinction must remain visible in all Government reporting.
A Core Implementation School should normally receive:
- school onboarding
- named School Champion
- structured Change Lens
- baseline
- selected One Big Change priority
- implementation plan
- three programme learning/workshop moments across the year
- Hub-based peer support
- targeted implementation support
- access to appropriate experts
- access to Traction Partner matching where justified
- implementation evidence plan
- progress reviews
- school dashboard
- sustainability review
Core schools therefore represent the programme's implementation depth.
A wider Connected School does not receive the same intensive support as a Core Implementation School. Connected participation may include:
- national learning network access
- digital resources
- implementation tools
- webinars
- selected Hub learning opportunities
- national implementation updates
- Village Pulse participation
- good-practice resources
- partner opportunities where appropriate
- future Core-school application or nomination opportunities
- LocaeFest participation
- selected peer-learning opportunities
Connected schools represent national reach, not intensive implementation.
A school should not be counted simply because:
- an email address exists
- it appears in a database
- somebody downloaded a document
- it was invited to an event
To count as a Connected School, a minimum engagement standard should be established. This may include:
- verified school identity
- named school contact
- network registration
- participation in at least one defined network activity
- access to programme resources
- consent to appropriate programme communications
The final engagement standard will be approved at Year 1 inception.
A LocaeHub is a local implementation and peer-learning infrastructure. It is not simply:
- a building
- a conference
- a website group
- a branded school
A functioning LocaeHub should provide:
- local coordination
- peer learning
- school implementation support
- Champion development
- evidence review
- resource coordination
- problem escalation
- strong-practice sharing
- connections to national support
A Hub should not be counted as operational until it has:
This prevents the programme from announcing 50 Hubs that exist only on paper.
A Hub may be led through a suitable Lead School, an approved local coordination arrangement, or another appropriate education structure agreed during Year 1 design. The founding phase will determine which form is most practical.
Lead Schools will not automatically become:
- procurement authorities
- employers
- holders of unrestricted programme funds
- owners of other schools' confidential data
The working Year 1 model assumes approximately 2 trained facilitators per Hub. Across 50 Hubs: approximately 100 Hub facilitators. Their purpose is to reduce dependence on the national team.
2 per Hub
Trained facilitators
~100
Hub facilitators total
Hub facilitators may support:
- school onboarding
- implementation planning
- peer learning
- progress review
- evidence discipline
- escalation
- resource coordination
Each Core Implementation School will normally have at least one named School Champion.
500 Core Schools
Indicative network
≥ 500
School Champions
The Champion becomes the school-level implementation owner. This creates a distributed delivery workforce.
The Year 1 model will use train-the-trainer to build Kenyan implementation capability. The sequence is:
National Education Team
↓
Hub Facilitators
↓
School Champions
↓
School Teams
The objective is not to create permanent dependence on central One Big Change staff.
Year 1 requires a professional National Programme Office. Indicative functions include:
- Kenya Managing Director / CEO
- Education & Implementation
- Chief of Staff & Operations
- People & Institutional Networks
- Finance & Procurement
- Evidence, Research & Learning
- Safeguarding, Data & Ethics
- Strategic Partnerships
- Traction Partner mobilisation
- Technology & Data
- Communications & Knowledge
- Events
- programme administration
Final staffing should be determined using actual workload evidence from the founding phase.
For management purposes, the 50 Hubs may be grouped into approximately five operational clusters.
5
Operational Cluster Leads
~10
Hubs per Cluster
Operational clusters exist for:
- supervision
- logistics
- implementation quality
- escalation
- evidence
- workforce management
They are logistical structures. They should not be designed around political, ethnic or tribal boundaries.
The operating chain becomes:
Government / Public Institutions
↓
National Programme Office
↓
5 Operational Clusters
↓
50 LocaeHubs
↓
500 Core Implementation Schools
↓
6,000 Connected Schools
Supported horizontally by:
- Evidence & Research
- Traction Partners
- Experts
- Universities
- Technology
- Advisory Committee
Scale should occur in waves. It should not attempt to activate all 50 Hubs on the first day. The proposed Year 1 model contains four implementation periods.
Before national scale begins:
- final founding evidence reviewed
- Government Decision Gate completed
- Year 1 methodology approved
- Year 1 budget confirmed
- Hub criteria approved
- workforce model approved
- data and safeguarding architecture approved
- procurement route confirmed
- technology readiness reviewed
- Year 1 contract commissioned
Outcome: Authorisation to proceed to national implementation.
Target position
10
Hubs
~100
Core Schools
~1,200
Connected
Activities:
- mobilise National Programme Office
- recruit/confirm cluster leadership
- publish Hub readiness framework
- assess potential Hub sites
- confirm first Hub cohort
- train first Hub facilitators
- onboard approximately 100 Core Implementation Schools
- deploy Change Lens Version 2
- train school champions
- launch Hub dashboards
- activate partner pipeline
- onboard wider Connected School network
- test national digital infrastructure
Purpose: Prove that the model can be replicated beyond the original ten schools.
Government should review:
- whether the first 10 Hubs are genuinely operational
- whether new schools can use the methodology
- whether Hub facilitators can deliver
- whether support quality remains acceptable
- whether technology works
- whether costs match assumptions
- whether safeguarding/data systems operate
If replication fails at 10 Hubs, the programme should not rush to 50.
Target position
25
Hubs
~250
Core Schools
~3,000
Connected
Activities:
- establish second Hub wave
- continue first-wave school implementation
- train additional Hub facilitators
- expand School Champion network
- conduct programme learning cycles
- expand Traction Partner resource matching
- identify common national implementation barriers
- conduct evidence quality reviews
- refine implementation materials
- expand digital network
At approximately six months, Government receives a formal Mid-Year National Implementation Review. It should examine:
- 25-Hub performance
- school implementation
- budget
- workforce
- resource mobilisation
- evidence
- safeguarding
- data
- technology
- scale risk
- projected second-half costs
The programme may then:
- proceed as planned
- adjust
- slow expansion
- change Hub structure
- redirect resources
Target position
50
Hubs
~500
Core Schools
~5,000
Connected
Activities:
- establish remaining Hubs
- complete Core-school onboarding
- complete Hub facilitator network
- intensify peer learning
- deliver targeted expertise
- implement resource matches
- expand national evidence collection
- prepare initial LocaeAwards evidence
- develop LocaeFest learning programme
- identify Year 2 sustainability requirements
Before calling the model nationally established, the programme should verify:
- 50 Hubs meet the operating standard
- 500 Core schools meet Core participation criteria
- Hub facilitators are active
- school champions are active
- dashboards are functioning
- evidence is being produced
- partner resources are traceable
- safeguarding and data systems remain functional
Target position
50
Hubs
~500
Core Schools
6,000
Connected
Focus: The emphasis shifts from expansion to completion, quality, evidence, sustainability, recognition and national learning.
Activities include:
- final implementation reviews
- school evidence synthesis
- Hub reviews
- national evaluation
- Traction Partner impact reporting
- sustainability assessments
- LocaeAwards
- LocaeFest
- national implementation report
- Year 2 recommendations
The full pathway is therefore:
September to December 2026: 10 schools - Prove
↓
Quarter 1 2027: 10 Hubs / 100 Core / 1,200 Connected - Replicate
↓
Quarter 2 2027: 25 Hubs / 250 Core / 3,000 Connected - Expand
↓
Quarter 3 2027: 50 Hubs / 500 Core / ~5,000 Connected - Complete infrastructure
↓
Quarter 4 2027: 50 Hubs / 500 Core / 6,000 Connected - Consolidate, evidence, recognise and learn
The expansion is programme-led. It is enabled by:
- trained staff
- Hub infrastructure
- technology
- school networks
- Government coordination
- operational clusters
- School Champions
- peer learning
- partnership mobilisation
The original ten schools provide evidence and experience. They are not expected to carry national programme administration.
Each Core Implementation School should complete approximately three structured implementation learning moments across its annual cycle. The exact dates will align with the official school calendar and the school's entry wave. The broad sequence is:
Workshop 1
Understand and Plan
Change Lens, baseline and priority.
Workshop 2
Apply and Strengthen
Implementation, troubleshooting and capability.
Workshop 3
Embed and Sustain
Evidence, sustainability and peer learning.
Support may include:
- Hub peer sessions
- coaching
- office hours
- digital tools
- expert support
- evidence review
- resource matching
- School Champion support
The model therefore is not three isolated events.
Each Hub should maintain a local implementation rhythm which may include:
- monthly Champion check-in
- implementation clinic
- shared problem-solving
- peer observation where appropriate
- resource review
- evidence review
- national programme updates
The founding phase will determine the minimum viable rhythm.
The Change Lens will operate at different depths.
Founding / Demonstration Schools
Full longitudinal evidence.
Core Implementation Schools
Structured diagnostic and implementation cycle.
Wider Connected Schools
Lighter pulse, network engagement or self-directed tools where appropriate.
This tiering is necessary for affordability and quality.
The wider network may use a lighter periodic mechanism called the Village Pulse. Its purpose may include:
- identifying emerging implementation pressures
- hearing from wider schools
- identifying demand
- identifying common resource needs
- identifying future Core-school candidates
- informing national learning
The Village Pulse is not equivalent to the full Change Lens.
The proposed evidence structure includes:
10 Founding Schools
Deep longitudinal evidence.
500 Core Schools
Structured baseline and implementation evidence.
Wider Network
Aggregated engagement and pulse information.
50 Hubs
Hub performance and peer-learning evidence.
National Level
Implementation trends, cost, workforce and partner mobilisation.
Year 1 should include independent or appropriately separated evidence assurance. The programme should consider:
- methodology review
- sample verification
- data-quality review
- case validation
- outcome analysis
- scale-readiness review
Not every one of the 500 Core schools requires the same intensity of independent verification. A structured evaluation sample may be used alongside programme-wide monitoring.
The scale model should enable Government to see patterns such as:
- recurring teacher-capability needs
- recurring CBA barriers
- pathway implementation challenges
- infrastructure gaps
- inclusion needs
- wellbeing pressures
- technology barriers
- resource concentration
- good practice
The objective is not simply to create 500 individual school reports. It is to create usable implementation intelligence.
The Year 1 programme will operate alongside a proposed Traction Partner Resource Pool. Potential contributions include:
- finance
- devices
- connectivity
- infrastructure
- equipment
- software
- teacher development
- expertise
- research
- transport
- professional support
These contributions are separate from the core Government programme budget.
Subject to founding evidence, the programme may set an indicative mobilisation ambition of:
KSh 1 billion to KSh 3 billion
in additional verified cash and in-kind resource value.
This is a target to be tested. It is not secured funding.
If Government commissions approximately KSh 1.75 billion and the programme subsequently mobilises KSh 1 billion to KSh 3 billion in additional verified partner value, the total implementation ecosystem could represent approximately:
KSh 1.75B
Government commission
KSh 1-3B
Additional partner value
KSh 2.75-4.75B
Combined ecosystem
This should only be reported as realised value when contributions have actually been verified.
LocaeAwards are proposed as an annual evidence-based recognition mechanism. The purpose is to recognise:
- progress
- implementation
- improvement
- teacher leadership
- inclusion
- wellbeing
- CBA practice
- community partnership
- shared learning
- sustainable practice
Possible categories may include:
Recognition should use evidence, transparent criteria, independent or appropriately governed review, and documented decisions. Sponsorship must not determine winners.
LocaeFest is proposed as the programme's annual national implementation gathering. Its purpose is not merely celebration. It provides a place where:
- teachers share practice
- schools demonstrate implementation
- learners contribute appropriately
- researchers share evidence
- partners demonstrate resource impact
- Government receives learning
- Hubs connect
- LocaeAwards recognise progress
- the next implementation cycle is introduced
The Year 1 operating cycle therefore becomes:
Diagnose
↓
Prioritise
↓
Implement
↓
Support
↓
Evidence
↓
Share
↓
Recognise
↓
Improve
This cycle can repeat annually.
Year 1 should deliberately shift capability away from permanent central dependence. The intended progression is:
Early Stage
National team delivers more directly.
Middle Stage
Hub facilitators carry increasing implementation responsibility.
Mature Stage
School Champions and Hubs carry routine implementation, with national support focused on standards, evidence, complex expertise, national partnerships and system learning.
A successful Year 1 model should produce schools that increasingly require less central intervention, not more. Dependency indicators will therefore be monitored. Schools should progressively be able to:
- diagnose
- plan
- implement
- evidence
- share
- sustain
with support closer to the school.
Year 1 is organised around thirteen operational workstreams:
All figures are planning assumptions in Kenyan Shillings. The final budget will be revised using actual evidence from the founding programme.
| Budget Category | Indicative Amount |
|---|---|
| National Programme Office & Executive Delivery | KSh 170,000,000 |
| 50 LocaeHub Establishment & Operations | KSh 300,000,000 |
| 500 Core School Implementation Activation | KSh 400,000,000 |
| Champion Training & Train-the-Trainer | KSh 120,000,000 |
| 6,000-School National Learning Network | KSh 110,000,000 |
| National Field Travel & Logistics | KSh 105,000,000 |
| Evidence, Research & Independent Evaluation | KSh 120,000,000 |
| Technology, Data & Digital Infrastructure | KSh 100,000,000 |
| Expert & Specialist Implementation Support | KSh 85,000,000 |
| Traction Partner Mobilisation | KSh 45,000,000 |
| Legal, Safeguarding, Procurement, Audit & Compliance | KSh 45,000,000 |
| LocaeAwards & LocaeFest | KSh 45,000,000 |
| Communications & National Knowledge Products | KSh 30,000,000 |
| Programme Contingency / Scale Adjustment | KSh 75,000,000 |
| TOTAL | KSh 1,750,000,000 |
This envelope funds the central capability required to operate a national programme. Indicative components include:
- executive leadership
- programme management
- operations
- education implementation
- finance
- procurement
- people
- evidence
- safeguarding
- data
- partnerships
- technology
- communications
- administration
- cluster-level programme supervision
It does not represent executive salaries alone.
KSh 6 million per Hub
Indicative average
The envelope may fund:
- Hub mobilisation
- facilitation capability
- local coordination
- Hub learning activity
- implementation tools
- local evidence activity
- approved operating costs
- Hub meetings
- dashboard support
- local resource mapping
The KSh 6 million is an average planning envelope. It is not an automatic cash grant to a Hub Lead School.
KSh 800,000 per Core School
Indicative average
This funding supports approved implementation needs across approximately 500 schools. The actual allocation may differ significantly by school. A school that primarily requires leadership support may require relatively little physical expenditure. Another may require more substantial specialist or practical support. Funding therefore follows:
Change Lens
↓
Priority
↓
Approved plan
↓
Costed requirement
↓
Controlled expenditure
The KSh 400 million envelope should not be interpreted as:
"Every school receives KSh 800,000."
The figure is a portfolio planning average. Actual expenditure must be evidenced, approved, proportionate, traceable and linked to implementation.
The training envelope supports:
- Hub facilitator development
- School Champion training
- implementation training
- CBE/CBC/CBA support according to need
- training materials
- facilitator quality assurance
- peer learning
The objective is to create reusable Kenyan implementation capability.
This envelope supports the wider 6,000-school connection infrastructure. Potential expenditure includes:
- school network onboarding
- digital learning
- resources
- Village Pulse
- virtual learning
- network support
- national resource library
- Hub-to-network engagement
- programme communications infrastructure
This is not a direct KSh 110 million grant pool for Connected Schools.
Supports national implementation including:
- field visits
- road and air transport where justified
- accommodation
- vehicles
- fuel
- field subsistence
- Hub support
- logistics
Year 1 should use the founding-phase evidence to determine the optimal balance between national travel, cluster-level delivery, Hub-level delivery and digital support.
Supports:
- Change Lens evidence
- Core-school baseline systems
- outcome measurement
- data-quality assurance
- independent evaluation
- research relationships
- national evidence synthesis
- case studies
- implementation intelligence
- Year 2 recommendations
Supports:
- national platform
- Change Lens tools
- dashboards
- Hub systems
- school implementation records
- data infrastructure
- cybersecurity
- support
- analytics
- digital learning network
Technology requirements remain subject to Kenyan data-protection and security requirements.
Supports expertise identified through implementation needs. Potential areas include:
- CBA
- curriculum practice
- inclusion
- wellbeing
- leadership
- technology
- pathways
- STEM
- community engagement
The programme will prioritise Kenyan capability and use wider African or international expertise where it provides clear additional value.
Supports:
- resource mapping
- partnership development
- due diligence
- sector round tables
- partner propositions
- resource matching
- contribution tracking
- impact reporting
The purpose is to generate additional implementation value beyond Government expenditure.
Supports:
- legal advice
- public-procurement support
- programme compliance
- safeguarding
- data protection
- audit
- financial assurance
- insurance
- risk
- ethics
National scale requires a stronger control environment than the founding phase.
Supports the national annual learning and recognition cycle. The budget should cover:
- event delivery
- evidence-based judging
- school participation
- appropriate learner participation
- learning dissemination
- programme documentation
External sponsorship may reduce the Government-funded requirement. Any sponsorship must remain appropriately governed.
Supports:
- implementation resources
- programme reports
- case studies
- national learning products
- programme communications
- school information
- public evidence communication
Communications should translate evidence. It should not substitute for evidence.
The contingency allows for:
- scale variation
- logistics
- emerging implementation needs
- price changes
- operational disruption
- approved programme adjustment
It is not an unrestricted discretionary fund. Use must follow defined approval and reporting controls.
It would be misleading to calculate KSh 1.75 billion ÷ 6,000 schools and conclude that every school receives an equivalent amount. The national programme funds a system containing:
- central infrastructure
- 50 Hubs
- 500 intensive implementation schools
- 5,500 wider connected schools
- workforce
- technology
- evidence
- partner mobilisation
- safeguarding
- national learning
The levels of service are deliberately different.
The KSh 1.75 billion figure remains an indicative planning assumption. The founding phase must validate:
- actual personnel cost
- actual field cost
- actual school activation cost
- Hub operating cost
- evidence cost
- technology cost
- school support ratio
- partner leverage
- implementation intensity
The final Year 1 budget presented at the Decision Gate may therefore be lower, similar or higher than KSh 1.75 billion. Evidence determines the final number.
Subject to the lawful contracting and procurement mechanism, an indicative milestone structure may be:
| Tranche | Proposed Trigger | % | Indicative Amount |
|---|---|---|---|
| 1 | Year 1 contract effectiveness and approved national inception plan | 20% | KSh 350M |
| 2 | 10 operational Hubs, 100 Core Schools and first network milestone accepted | 20% | KSh 350M |
| 3 | 25 operational Hubs, 250 Core Schools, mid-year evidence accepted | 25% | KSh 437.5M |
| 4 | 50 operational Hubs, 500 Core Schools and national infrastructure accepted | 25% | KSh 437.5M |
| 5 | 6,000 network target, final evidence, financial and Year 2 reporting accepted | 10% | KSh 175M |
| Total | 100% | KSh 1.75B |
Final payment arrangements remain subject to Government procurement, contracting and financial requirements.
Each major implementation wave should have an evidence and performance review. Government should not need to choose only between "fund everything" or "stop everything". The programme can be expanded progressively.
Gate 0
Founding evidence supports national scale.
Gate 1
10-Hub replication works.
Gate 2
25-Hub half-scale system is operating.
Gate 3
50-Hub national infrastructure meets quality standards.
Gate 4
Year-end evidence supports continuation.
This creates controlled scale rather than one irreversible national commitment.
Indicative headline targets include:
| Measure | Year 1 Target |
|---|---|
| Operational LocaeHubs | 50 |
| Core Implementation Schools | Approx. 500 |
| Connected Schools in total | 6,000 |
| School Champions | Minimum 500 |
| Hub Facilitators | Approx. 100 |
| Core School Change Lens baselines | Approx. 500 |
| Core School implementation priorities | Approx. 500 |
| Core School implementation cycles | Approx. 500 |
| Hub dashboards | 50 |
| National evidence reports | Minimum 1 annual plus interim reports |
| Traction Partner contribution | Actual verified value |
| LocaeFest | 1 |
| LocaeAwards cycle | 1 |
The programme should not continue adding schools where:
- existing Hubs are failing
- School Champions are unsupported
- evidence quality is weak
- safeguarding systems are overloaded
- finance controls are failing
- technology is unstable
The programme should be allowed to slow expansion to protect quality.
Success is not a database containing 6,000 schools. Success requires:
- 50 functioning implementation Hubs
- approximately 500 schools undergoing structured implementation
- 6,000 genuinely connected schools
- credible national implementation intelligence
- demonstrable Kenyan implementation capability
- verified additional resources mobilised
- evidence sufficient to determine the next national cycle
By the end of Year 1, Government should know:
- whether the Hub model works
- whether it reduces central delivery cost
- whether schools can lead implementation locally
- what support remains nationally necessary
- what common implementation barriers exist
- what regional/contextual differences matter
- how much implementation costs
- how much additional resource can be mobilised
- what impact is emerging
- what should happen next
The Year 1 evidence may support:
Consolidation
Deepen the existing 50-Hub network.
Expansion
Increase Hub and school coverage.
Integration
Embed particular programme functions within existing national structures.
Targeted Expansion
Focus on specific implementation barriers or school contexts.
Modification
Redesign parts of the model.
Exit / Transfer
Transfer functions that schools, Hubs or institutions can sustain independently.
No Year 2 structure should be assumed in advance.
If both programmes are commissioned at the current indicative planning values:
KSh 84.37M
Founding Programme
KSh 1.75B
Year 1 National Programme
KSh 1.83B
Combined Government investment
in Government programme investment across the founding and first national implementation cycle. This excludes additional Traction Partner value. The Year 1 decision remains separate from the founding commission.
Government is not purchasing a series of workshops. It is commissioning:
- national implementation capability
- school-level diagnostic intelligence
- 50 local implementation infrastructures
- a 500-school core implementation network
- a wider 6,000-school learning network
- teacher and school leadership capability
- evidence
- technology
- resource coordination
- peer learning
- sustainability
- national implementation intelligence
90 DAYS
10 schools
Prove what works.
↓
FIRST 3 MONTHS OF YEAR 1
10 Hubs / 100 Core / 1,200 Connected
Prove replication.
↓
SIX MONTHS
25 Hubs / 250 Core / 3,000 Connected
Prove controlled expansion.
↓
NINE MONTHS
50 Hubs / 500 Core / ~5,000 Connected
Build the national infrastructure.
↓
TWELVE MONTHS
50 LocaeHubs / 500 Core / 6,000 Connected
Consolidate, evidence, share and sustain.
The first 90 days do not attempt to transform 6,000 schools. They build the evidence and implementation machinery required to know how national scale should work.
Year 1 then expands that proven mechanism through controlled waves: from ten founding schools, to local implementation Hubs, to 500 Core schools and finally to a wider national network of 6,000 connected schools.
Scale follows evidence.
Funding follows milestones.
Resources follow identified need.
Capability moves closer to schools.
Government retains a Decision Gate at every major stage.