The document discusses a partnership evaluation between Dignitas and low-cost private schools in Nairobi, Kenya. Following Kenya making primary education free, many children enrolled in these private schools. Dignitas was created to help address problems faced by these schools through leadership training. The evaluation team was tasked with identifying best gradual release practices from the partnership based on indicators rather than time, and recommendations for post-partnership growth. The team traveled to Nairobi to interview stakeholders. They designed deliverables including a policy brief on best practices, indicators for readiness after the partnership, and post-partnership growth recommendations. Key findings were a misunderstanding around the partnership progression, lack of clear communication on the end, and schools seeking

1. Partner Evaluation
Executive Summary
Dignitas – American University
Following the Education for All Goals, Kenya made primary education "free for all" in 2003. Public schools
did not have the capacity to provide quality education to the increased number of students enrolling in schools due
to this new policy. As a result, parents have begun enrolling their children in private low-cost schools many of
which are located in the outskirts of Nairobi. Dignitas was created in 2007 to help address the problems faced by
low-cost private schools through leadership training. The original partnership agreement was projected to have
three phases each taking one year. However, Dignitas realized the need to have a gradual release strategy in place
that would focus on indicators instead of time restrictions and that promotes continued growth after the
conclusion of the partnership. Dignitas has charged the Partner Evaluation team with the task of identifying
current gradual release models in NGO partnerships, identifying key indicators for post-partnership readiness, and
activity recommendations for post-partnership growth. All of these tasks are guided by the question: Which
gradual release practices best fit the Dignitas partnership context and addresses the needs of low-cost private
schools in Nairobi, Kenya?
June 2015
Methodology:
The research team traveled to Nairobi, Kenya from June 2st
– 10th
, 2015. Qualitative data was collected through various
individual and group interviews, focus groups, and informal
conversations. Participants included: Dignitas staff and
Partner School stakeholders. Original data collected was
synthesized with existing academic literature and alternative
models for gradual release from other NGOs.
Students playing in the playground at MCO Primary
Deliverables:
Based on the findings the team designed the
following deliverables
ü A policy brief of best practices for
gradual release
ü Indicators that denote readiness for
the release into the proposed “schools
do together”
ü Recommendations for post-
partnership growth phase.Findings
- Misunderstanding related to partnership progression: Schools see
partnership as a never-ending journey while Dignitas sees it as
having a concrete end. According to the literature review, the ideal
gradual release model is cyclical one in which the partnership does
not end but its progression means that the lead is taken by the
schools rather than by the NGO. The team proposes a “Schools
Do It Together” phase in which Dignitas is a platform for
increasing school alumni relationships.
- Lack of clarity of communication related to end of partnership:
Schools do not have a clear understanding of the gradual
progression agreement while Dignitas states that they
communicate the end of partnership constantly and clearly.
Gradual release theory highlights the importance of clear
communication of roles, responsibilities, and expectations to avoid
misunderstandings and future dependency. The team suggests best
practices to communicate the end of partnership in a clear way to
the schools.
- Schools seek sustainability after partnership completion. Schools
state they are currently dependent on Dignitas but that they will be
successful after the partnership if Dignitas coaches them through
development of teacher leadership. Additionally, schools that were
phased out without gradual release experienced regression on
indicators. The literature suggests that gradual release is vital to
the sustainability of the lessons learnt after the partnership is over.
The team therefore proposes indicators that promote strategic
gradual release of partnership that ensure sustainability.