Challenges in Financing Development Projects in Public Primary Schools in Ijara District in Garissa County, Kenya

CHALLENGES IN FINANCING DEVELOPMENT PROJECTS IN PUBLIC PRIMARY SCHOOLS IN IJARA DISTRICT IN GARISSA COUNTY, KENYA

BY PAUL KIGAYA KAROGO E55/CE/11817/08

A RESEARCH PROJECT REPORT SUBMITTED TO THE SCHOOL OF EDUCATION IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF A DEGREE OF MASTER OF EDUCATION OF KENYATTA UNIVERSITY

-OCTOBER 2011-

Declaration This is my original work and has not been presented to any other college/university for any academic award.

………………………… ………………………..…. Paul kigaya Karogo Date E55/CE/11817/08

This project report has been submitted for examination with our approval as the university supervisors.

………………………………… …………………… Sign Date DR. J.A. Nyerere Lecturer, Department of Educational Management, Policy and Curriculum studies, Kenyatta University.

………………………………… …………………… Sign Date Mr. Kiranga Gatimu Lecturer, Department of Educational Management, policy and Curriculum studies, Kenyatta University.

iii

ACKNOWLEDGEMENT My heartfelt appreciation goes to my supervisors: Dr Nyerere J.A and Mr. Kiranga Gatimu for their guidance, support and encouragement throughout the time of carrying out this research. I wish to thank my employer, the Ministry of Education for granting me leave to pursue my studies.

I am greatly indebted to my colleagues for their encouragement and co-operation. Many thanks go to the respondents. The list is long to permit individual mention. That does not indicate any dilution of my gratitude and once again, thanks to you all.

Table of contents Title page…………………………………………………………………………..(i) Declaration…………………………………………………………………….….(ii) Acknowledgement ……………………………………………………….……....(iii) Table of contents………………………………………………………………….(iv) List of tables ……………………………………………………………………..(vi) List of figures…………………………………………………………………….(vii) Acronyms/abbreviations…………………………………………………………(viii) Abstract …………………………………………………………………….……(ix)

CHAPTER ONE 1.0 Introduction………………………………………………………………….1 1.1 Background to the study…………………………………………………….1 1.2 Statement of the problem……………………………………………………3 1.3 Purpose of the study…………………………………………………………4 1.4 Objectives of the study………………………………………………………4 1.5 Research questions…………………………………………………………..4 1.6 Significance of the study…………………………………………………….5 1.7 Assumptions of the study…………………………………………….………5 1.8 Scope and limitations………………………………………………………..6 1.9 Theoretical framework……………………………….……….…………….7 1.10 Conceptual framework………………………………….…….…………….8 1.11 Definition of central terms…………………………….…….………………9

CHAPTER TWO LITERATURE REVIEW 2.0 Introduction------10 2.1 Education Financing outside Africa------10 2.2 Education financing in Africa------12 2.3 Education financing in Kenya------14 2.4 Education financing under the 8-4-4 system------16 2.5 Summary of Literature Review------22

CHAPTER THREE RESEARCH METHODOLOGY 3.0 Introduction………………………………………………..……………….23 3.1 Research Design….……………………..………………...... 23 3.2 Locale of the study...... 23 3.3 Target population………………………………………...………………..24 3.4 Sample and sampling procedure………………………..……………….…24 3.5 Data collection instruments……………………………..…………………25 3.6 Piloting research instruments……………………………..……….………27 3.7 Data collection procedure………………………………...…………….….28 3.8 Data analysis and presentation……………………………………….…….29

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION 4.0 Introduction …………………………………………………………….30 4.1 Response Rate ……………………………………………………….....31 4.2 Major Development Projects Undertaken By Schools …………….…..31 4.2.1 Physical Facilities ………………………………………………31 4.2.2 School Land Size ……………………………………………….32 4.2.3 Institutions Connected To Electric/Solar Power Supply …….…34 4.3 Sources of Finances for School Development Projects ………………..34 4.4 Accomplishment of Educational Facilities ……………………………..39 4.5 Major Challenges in Financing Development Projects …………….…..41 4.6 Remedies to Challenges in Financing Schools …………………………43

CHAPTER FIVE: CONCLUSION, RECOMMENDATIONS AND SUGGESTIONS FOR FURTHER RESEARCH 5.0 Introduction ……………………………………………………………45 5.1 Key Findings …………………………………………………………..45 5.3 Conclusion ……………………………………………………………..47 5.4 Recommendations ……………………………………………………..48 5.5 Suggestions for Further Research ……………………………………..51 References……………………………………………………………...52

vi Appendix I- Headteacher‟s Questionnaire…………………...54 Appendix II- PTA chairpersons‟ interview schedule…………57 Appendix III Education Officers Questionnaire………………60 Appendix IV- Researcher‟s observation sheet…………………62 Appendix V- List of Schools...... 63

vii

List of tables

Table 2.1 Estimated cost of free primary school instructional materials….18

Table 2.2 Summary costs of infrastructure 2005/06- 2009/10……….……21

Table 3.1 Sampling procedure (schools)…………………………………..24

Table 3.2 Respondents……………………………………………………..25

Table 4.1 Response Rate……………………………………………….…..31

Table 4.2 Facilities That Had Been Built By Schools……………………..32

Table 4.3 Land Size………………………………………………………..33

Table 4.4 Adequacy of School Land………………………………………33

Table 4.5 Institutions Connected To Electric/Solar Power Supply……….34

Table 4.6 Headteachers Responses On Sources Of Financing In Schools..35

Table 4.7 PTA Chairpersons Responses on Sources of Finances….……...37

Table 4.8 NGOS Operating in Ijara District………………………….……38

Table 4.9 Facilities That Have Been Built and Complete….……………...40

Table 4.10 Challenges in Financing Development Projects….………….….41

viii

List of figures

Figure 2.1 Breakdown of Government development budget in education

2003/2004------19

Figure 2.2 Central Government Expenditure on Social Services ------20

Figure 4.1 Adequacy of School Land…………………………………….…..….34

Figure 4.2 Headteachers Responses on Sources of Finances …………………..36

ix Acronyms/Abbreviations

ASAL Arid and Semi Arid Lands. ASEI Activity, Student, Experiment and Improvisation. BOG Board of Governors. DEB District Education Board. DEO District Education Officer. CEMASTEA Centre for Mathematics, Science and Technology in Africa. FPE Free Primary Education. ICT Information Communication Technology. INSET In-Service Education and Training. JICA Japanese International Corporation Agency. KCPE Kenya Certificate of Primary Education. KCSE Kenya Certificate of Secondary Education. MDONKALS Ministry for the Development of Northern Kenya and Other Arid Lands. MOE Ministry Of Education. NGO Non-Governmental Organization. PTA Parents and Teachers‟ Association. PDSI Plan, Do, See and Improve. SEPU School Equipment Production Unit. SMASE Strengthening Mathematics and Science in Education. SMASSE Strengthening of Teaching Mathematics and Science in Secondary Education.. UNESCO United Nations Environmental, Scientific and Cultural Organization. UNICEF United Nations International Children‟s Education Fund.

x Abstract The purpose of this study was to investigate the challenges in financing development projects in public primary schools in Ijara district, Garissa County. The objectives of the study were to find out the medium and long-term projects undertaken by public primary schools and how the projects were financed. The research adopted a survey design. A total of fourty two (42) public primary schools and one District Education Officer were targeted for the study. Twelve (12) primary schools were selected using stratified sampling. The respondents were twelve (12) headteachers and twelve (12) PTA chairpersons from the selected schools and one (1) DEO. The research utilized Questionnaires, interview schedules, observation guides and content analysis to collect data. Data was presented in frequency distribution tables and analysed using percentages and bar graphs. The study found out that there were many sources of financing for school development projects. The Government of Kenya through the Ministry of Education and the Ministry for the Development of Northern Kenya and Other Arid Lands were the major financiers of school projects. The constituency development fund (CDF) had been used to put up major school facilities. There were many non- governmental organizations operating in Ijara district that assisted to put up educational facilities. Parents contributions was minimal due to various factors key among them poverty among households. Regarding availability of educational facilities, all the schools (100%) had complete classrooms and toilets. Other buildings which were completed and put to the intended use included boarding facilities, teachers housing and school fencing. None of the schools had acquired computers. All the schools had adequate land. Water provision was a challenge in all the schools. The study recommended that the parents, communities, pupils and stakeholders be actively involved in the development and implementation of school development plans. Income generating activities suited to arid areas like irrigation farming were proposed as an additional source of funds. The government of Kenya should continue putting up low- cost boarding primary schools so as to improve access to quality education of the pastoral/nomadic communities of Ijara district and give them a competitive advantage like children of other well endowed districts in Kenya.

CHAPTER ONE

Introduction

1.1 Background to the study Education equips learners with knowledge, skills, attitudes and values necessary for the social and economic development of any country and improving the quality of life. Most countries in the world have therefore invested heavily in education though to varying degrees. In line with Kenya vision 2030, education and training have been identified under the social pillar. In education, the government intends to reduce overcrowding in existing primary school infrastructure.

At independence in 1963, the government of Kenya allocated 15% of the recurrent expenditure to education. After independence, the government committed itself to offer a minimum of seven years of free primary education (FPE) (Bogonko, 1992). The local communities took the initiative of building schools which were later taken over by the government once they became viable. The government took the responsibility of paying teachers‟ salaries and providing instructional materials and equipment. In order to expand enrolment, the government initiated a policy of free primary education (FPE) in 1974

(Republic of Kenya, 1999). The FPE policy benefited from good economic growth. The

Gross Domestic Product (GDP) grew by an average of 6.6% between 1964-1973. The situation however changed between 1974-1979 when the GDP growth rate declined to

5.2% plunging further to 4.1% between 1980-1989. In 1986, the government issued sessional paper No.1 on Economic Management for Renewed Growth which saw the introduction of cost-sharing in all sectors of the economy. The aim was to reduce

government support sectors that should otherwise be self-sustaining (Republic of Kenya,

1986).

The government appointed the presidential working party on education and manpower development for the next decade and beyond. The report avers that the government will continue to finance provision of education administration and professional services while communities, parents and sponsors provide physical facilities, books and supplementary readers, stationary and consumables (Republic of Kenya, 1988).

In 1988, the cost-sharing policy was introduced in schools. The 8-4-4 education system was implemented in 1985. The 8-4-4 education system was leaning towards science and technology. This raised the burden for acquiring new textbooks, workshop tools and equipments, classrooms and toilets all of which were few or non-existent. In most schools, students slept in classrooms for lack of dormitories. In yet other schools, there were incomplete classrooms, unequipped science rooms and faulty water system

(MacKay report of 1981).

In March 1990, a world conference on Education for All (EFA) in Jomtien, Thailand established a global programme committed to reducing the number of illiterate adults by half. Later in April 2000, a follow up conference was held in Dakar, Senegal that came up with a framework of action to realize Education for All (EFA) targets by 2015. In addition, the United Nations Millennium Development Goals (MDGs) have accelerated the demand for primary education, costs not withstanding. Education and training

3 contribute to economic growth, social returns and increased demand for more equitable education attainment. Education is a welfare indicator and a key determinant of earnings.

It is an important exit route from poverty. There is need for an increased investment in human capital through education (Sessional paper no. 1 of 2005:20). It is for this reason that the researcher decided to investigate the challenges in financing development projects in public primary schools in Ijara district.

1.2 statement of the problem

Primary school education has been faced by many challenges arising from increased enrolment of pupils. Among the challenges is the decline in the quality of education being offered. The introduction of Free Primary Education (FPE) saw an increase in enrolment by about 1.1 million pupils in public primary schools. Academic quality describes how well the learning opportunities available to pupils achieve requisite knowledge, skills, values and attitudes. It is about making sure that appropriate and effective teaching, assessment and learning opportunities are provided. According to the recently released 2010 KCPE results, public primary schools performed dismally compared to private schools. The poor performance was attributed to many factors key among them overcrowded classrooms and shortage of land for expansion. (Daily nation,

14/01/2011:12). Attention has not been drawn that the basis of free primary education funds disbursement remain the same since 2003 to date, despite the fact that some schools exist in diverse environmental setting with diverse budgetary needs. For instance,

Ijara District is one of the arid and semi-arid areas with schools located for apart. Still schools in the district are funded like schools in areas with high agro-ecological potential.

4 Thus there exists a significant resource gap which this research intends to address areas such as analysis between policies, funds availability and management styles for sustainable free primary education implementation.

The government of Kenya is committed to Information Communication Technology

(ICT) education (e-learning). Currently there are a number of challenges facing access and use of ICT in Kenya which include; high capital costs, limited rural electrification, frequent power disruptions and high poverty levels among the communities. This study investigated sources of funding for major development projects in public primary schools.

1.3 Purpose of the Study

The aim of the study was to determine challenges in financing development projects in public primary schools in Ijara district, Garissa County.

1.4 Objectives of the study

Specific Objectives

1. To find out the medium and long term projects undertaken by public primary

schools in Ijara district, Garissa County.

2. To identify the financiers of the medium and long term projects.

3. To find out the level of financing of the projects by each financier.

4. To investigate the levels of completion and use of the projects.

5. To find out the challenges and possible solutions to challenges faced in financing

development projects.

5 1.5 Research questions

1. What are the medium and long term development projects undertaken by public

primary schools in Ijara district?

2. How are the development projects financed?

3. What are the levels of financing by each financier in the projects?

4. Have the projects been completed and are they being optimally utilized?

5. What challenges and remedies have the institutions faced in financing

development projects?

1.6 Significance of the study

This study will be useful in the following ways:

 It will contribute to knowledge in financing development projects in primary

education.

 It will highlight to policy makers, planners, managers and other education

stakeholders the plight of public primary schools in terms of adequacy of

educational facilities.

 It will assist school managers to identify sources of funding for development

project.

1.7 Assumptions of the study

During the study the researcher assumed that:

 Each school had in the last five years undertaken major development projects.

 Public primary schools received funding from various sources.

 The major objective of school development projects was to contribute to

academic achievement.

1.8 Scope and limitations of the study

Due to time and financial constraints, only a few sampled public primary schools were studied. The researcher confined his study to the provision of physical facilities, equipments and materials in public primary schools.

7 1.9 Theoretical Framework

This study was based on Getzel (1968) systems theory which state that schools are social systems bound by a set of elements, sub-systems and activities that interact and constitute a social entity. The social system consists of interdependent parts, characteristics and activities that contribute to and receive from the whole. Each social system has goals, structure and is open (it interacts with the environment). From this theory the school is a system of social interactions with certain assumptions.

In a school, the students, teachers, parents/communities, the government and stakeholders play a critical role in raising funds for development projects. There is interdependence between parents and the schools their children attend. The goal of a school is to instruct students to gain knowledge, skills, positive attitudes and values that will contribute to political, social and economic development of both the individual and the society. This forms the basis on which individuals and the society contribute towards meeting the costs of school development projects.

A school is structured with different components (players). Headteachers, teachers, parents/guardians, school communities and other stakeholders each have a role to play in funding school development projects. All open systems have inputs from the environment which include energy, information, money, people and raw materials. These inputs are transformed into outputs. A school is an open system. It receives funding from within its catchment area and produce graduates into the society. The systems theory of organization was modified to suit this study.

8 1.10 Conceptual framework

Figure1. 1 conceptual framework

Independent Intervening Dependent Variables variables variables

Government Other Ministry Funding Budgets Development projects.

 Educational  Household budgets. facilities  Level of Communities participation(low/  Infrastructure. high)  Teaching/learn ing materials

Development  Staff budgets. Partners.  Other Sectors of the economy e.g. health.

Source: Researcher

The conceptual framework shows the sources of funding i.e. the Ministry of Education,

Non-Governmental Organizations (development partners) and communities.

Furthermore, the framework shows that only a fraction of the funds from these sources are directed to development of school facilities. This is because of the level of participation of the communities, budgets for households, staff and other sectors of the economy. Provision of educational facilities, infrastructure and teaching /learning materials are the dependant variables. The educational facilities, infrastructure and learning materials put in place will be as many as the amount of funds available from the various sources.

1.11 Definition of central terms

Adequate: Enough quantity and quality of a facility or equipment with respect to school requirements.

Complete: A building/facility that is in use.

Development project: Expenditure on permanent facilities in a School e.g. Classrooms, Science laboratories, textbooks, toilets, furniture, tools and equipments, special rooms etc.

Facilities: Refer to classrooms, laboratories, textbooks, furniture etc that are required to enhance the Teaching and Learning process.

Incomplete: A facility that is under construction.

Mobile school A school made of temporary structures and portable materials. The teacher moves with the nomadic communities whenever they relocate in search of water and pasture for their animals.

Standards: Guidelines specifying minimum requirements for a facility or equipment to meet set objectives.

CHAPTER TWO LITERATURE REVIEW 2.0 Introduction There are many authors who have addressed financing of development projects in primary schools. This chapter examines their valued opinions.

2.1 Education financing outside Africa

According to the Australian national commission for UNESCO on compulsory education in Australian states, those who got interested in local schools formed parents and citizens organizations which raised funds locally for school projects. They mobilized and sought local opinion regarding education and administration. The same Australian commission on UNESCO also pointed out that unless citizens feel that the school in the community belonged to them, they would not be prepared to contribute towards its development.

Moehlman (1924:189) finds in his studies that all money for schools should come from a single source; the people by a method of levying and assessment taxation. This is because the schools serve the community.

According to Listockin (1974), funding of schools in New Jersey heavily relied on local sources like local property tax. America had believed for a long time that education was a responsibility of the local Government. However, failure by the local government to provide sufficient funds to support education in America led to a nation-wide taxation.

Local authorities, the state, educational establishments, churches, various associations and movements, private institutions, commercial and industrial firms were involved in education financing.

From a case study in France, Garcia (1964) pointed out that from the middle 19th century onwards, state interventions became necessary to ease the financial burden of local authorities. Grants were made to municipal authorities to build schools and for payment of teacher salaries. Scholarships were offered to help the less prosperous families.

Getao (1996) observes that the surprise recovery of Japan after the Second World War is credited to its education system. In connection to financing, there was provision of education for everyone without discrimination as to sex, race, class, social status or family origin. Compulsory education was provided with no tuition fees charged in state and local authority schools. Schools are public but the law will permit qualified persons to operate private schools.

Bray (1996) observes that in Vietnam, the Government used to provide free education throughout the education system, including post primary. This was however stopped in

1989 owing to economic stringency. Thinh (1991) also maintains that in Vietnam, parents‟ associations have come to play an important role in construction and maintenance of school buildings and facilities. In association with the local education council, parents associations persuade and encourage local production and trading firms to build educational/school facilities.

Education in India was financed by the central and state governments (Varghese and

Tilak 1991:15). Besides public sources there are also private sources. Public sources included fees. This indicates that cost-sharing strategy is also embraced by the education system in India. According to Somah (1991), in Malaysia, the role of parents-teachers

12 associations (PTAs) is that of material support. They contribute to build school halls canteens, additional classrooms and provision of teaching aids.

In Burma, parents are major financiers of education. A survey by the Ministry of

Education (1972-1973) indicated that communities provided 21.2% of the total costs of building, 63.4% of repairs and 87.7% of general contingencies. Burma has recently introduced innovative programs where the government contribute 41.5%, UNICEF

22.8% and communities 35.6% of the repair costs of 434 new schools. This portrays a unity of state, foreign organization and communities in financing education (Scandleon and Black, 1980).

2.2 Education financing in Africa

In Uganda, households have sought to bridge the gaps left by government by meeting 65-

90% of the costs of schooling (World Bank, 1997). Bogonko (1992) maintains that in

Uganda, much of the development expenditure is met by the collective efforts of parents and local communities who in the 1960s put up the schools themselves. He adds that between 1983-1988, parents and communities continued building schools and meeting all non-salary costs. Free primary education is not a new phenomenon in Africa following the Dakar Accord of (2000) which advocated for universal primary education for all

(EFA), the goals aimed to eliminate gender disparities in primary and secondary education by year 2005. This was set as one of the main objectives and which advocated for universal primary education. Some of the African countries which initiated the Free

Primary Education Programme included Malawi, Botswana and Uganda (UNESCO,

1990).

13 Nigeria and Tanzania have identified three sources of financing school development projects; Government sources, local sources including local authorities and private financing. The state government of Nigeria calls on committees to regard schools as their own and hence support them with cash and kind contribution (Nwagwa and Olembo et al,

1992). Collaway and Musonye (1996) in their study on education financing in Nigeria reveal that families and communities are more willing to contribute money towards purposes which they value highly and which they can intimately appreciate because it is close at hand. In Somalia, communities are major contributors of revenue to schools

(Olembo, 1985:71). The communities in which schools are located contribute 40% of the cost of primary education. In Zimbabwe, provision of education is a co-operative effort involving the central government, local government authorities, private agencies like churches and related organizations (Olembo et al, 1992).

In Ethiopia, schools have been more successful than in Kenya, going by the findings of a study by Ogbu and Gallagher (1991:12). It revealed that schools in Ethiopia use their resources intensively. Many of their schools produce their own teaching aids as well as some crafts and garden crops for sale locally. Schools use internally generated resources to supplement government efforts.

As part of achieving universal basic education and as part of scaling up the poverty reduction which in turn could help break the cycle of poverty. It is a significant intervention in sub-Saharan Africa which is lagging behind in achieving universal primary education. In the case of Lesotho, Malawi and Uganda the three countries represent different stages of the process over time, using different scales and different approaches under differing political, social and economical contexts (UNESCO, 1990).

Relevant contextual similarities among the three countries included the fact that all are emergent multiparty democracies. In Malawi and Lesotho free primary education was the key election issue on which the new government came to power. All countries have or have had recently high poverty and illiteracy rates and low primary enrolment and completion rates. All three countries were highly centralized and lacked fiscal discipline.

Differences among the countries include divergent scales such as population size, density, gross domestic product, per capital income, foreign debts, foreign aids and the

FPE starting point (organization structures, national enrolment rate, Institutional capacity and school ownership) (UNESCO, 1990).

2.3 Education Financing In Kenya

Eshiwani (1993:131) notes that public financing of education has grown in importance as the concept of human capital has found a wider acceptance as a vital factor in economic growth and even more important, the idea that education is a human right.

Olembo (1985:10) avers that missionary pioneers Ludwig krapf and John Riebman had to use their own resources to run elementary schools. At one point, the missionary teachers had to have sweets, clothes and other gifts in order to attract pupils. Later, Africans realized the benefits of western education and soon demanded for more chances in missionary schools.

During the colonial governance in Kenya, Africans who could read and write got employment in colonial government triggering clan and community competition to have more children joining schools. The communities started to finance education. Anderson

15 (1973) agreed that communities contributed land, building materials, labour and fees to build and run schools.

In 1963, the government of Kenya committed itself to offer a minimum of seven years of free primary education. Facilities had to be put in place to accommodate the rising number of primary school-goers. To achieve this, the government acquired loans from international donors like the International Monetary Fund (IMF) to augment local sources

(Bogonko 1992: 198).Since independence in 1963, the number of students enrolled at various levels of education has substantially increased. At the secondary level, enrolment grew from 30,000 students in 1963 to 862,908 students in 2003 (415,246 girls and

447,662 boys). However, despite increased enrolment, the sector is still faced with issues of equality, access and quality (sessional paper 1 of 2005: 4).

Mutua (1975) notes that “Public financing of education started in 1909 when financial grants were granted to mission schools conducting industrial training”. In 1925, an inquiry was made into the grant-in-aid system leading to a considerable increase of allowances for building and equipment maintenance subject to a satisfactory report by the government inspector)….Most primary schools developed on harambee basis mainly in central and Nyanza provinces of Kenya (Sifuna 1990).

Lack of physical facilities, materials, equipment and tools were the major problems that the head teachers faced in Kenya. Due to increased number of children, educational facilities were not enough and therefore, those that were there were congested. In most schools, classes had over 50 children (Mbaabu, 1983)

16 2.4 Financing development projects under 8-4-4

The 8-4-4 system of education was born out of the recommendations of the Mackay

report of 1981.The system was science oriented. When it was implemented in 1985,

schools shouldered a big burden. One of the ways used by Kenyans to finance the school

development projects was self-help (Harambee) drives. Parents were required to donate

a specific amount of money in the form of development funds, harambee funds or

building funds. In the local communities, leaders arranged for systematic collections of

donations from farmers, politicians, co-operative societies and fund raising meetings

(Harambee) (Sifuna 1990).

Eshiwani (1993) observes that individual and community contributions differ across the country. Economically rich districts built classrooms, workshops and home science rooms. Despite these efforts, Gathinji (1990) notes that most public schools had a serious shortage of teaching / learning materials like textbooks and science equipments among others. Most of the existing facilities in public primary schools were too old, in a poor state of repair or are sub-standard.

The government of Kenya policy on primary education follows the key strategy to achieve universal primary education (UPE) by 2015.According to the sessional paper no.1 of 2005;

In pursuit of this, the government introduced free primary education (FPE) in

January 2003 which resulted in an increased enrolment from 5.9 million in 2002

to 7.2 million children in public primary schools in 2004. This was an increase of

18%.

17 Under Kenya Education Sector Support Programme (KESSP) 2005-2010;

The government wishes to enhance the quality of education by providing

textbooks and other instructional materials and rehabilitate schools in Arid and

Semi Arid Areas (ASALS), urban slums and pockets of poverty.

In the sessional paper no.1 of 2005, the government of Kenya through MOE wishes to attain a transition rate of 70% from primary to secondary school level from the current rate of 47%, paying special attention to girls‟ education. To achieve this, the government plans to construct/renovate physical facilities/equipment in public learning institutions in disadvantaged areas, particularly in ASALS and urban slums by 2008.

The MOE has adopted a SWAP (sector wide approach) to finance development projects in Kenya. Through the SWAP, the government and development partners have developed the Kenya Education Sector Support Programme (KESSP). KESSP is based on the rationale of the overall policy goal of achieving education for all (EFA) and the government commitment to the attainment of millennium development goals (MDG)

(KESSP, 2005-2010).

KESSP comprises twenty three (23) investment programmes. Among the twenty three programmes are those that enhance achievement in primary education including;

 Primary school infrastructure.

 Primary school instructional materials.

 Pre-service teacher education.

 In service teacher education and

 Gender in education

18 Table 2.1 shows the summary costs over a five year period for In-Service Education and Training (INSET) investment programme by the government of Kenya.

Table 2.1 Estimated cost (billions) of free primary school instructional materials

Instructional materials,

schools operating grants, 10

public

2006/07 2007/08 2008/09 2009/ Total 2005/06 09/10 Primary and NFE schools 2005/06 Instructional materials for 4,811.2 3,761. 3,794.6 3,824. 3,851.8 20,043 public primary schools 6 7 Instructional material for 154.4 195.0 168.8 187.5 206.3 911.9 NFE primary schools General purposes funds for 2,738.7 2,783. 2,808.0 2,830. 2,850.3 14,010 public primary schools 6 3 General purposes fund for 87.9 111.0 124.9 138.8 152.6 615.1 NFE primary schools Re-printing of I.M. 18.0 3.0 1.1 1.1 1.1 24.3 management documents, school level Equipping and stationery for 1.3 0.5 0.5 0.5 0.5 3.3 component management Capacity building 0.1 0.1 0.1 0.1 0.1 0.5 Monitor/track receipt and 1.8 1.8 1.8 1.8 1.8 9.0 utilization of FPE funds Total instructional 7,813.2 6,856. 6,899.7 6,984. 7,064.4 35,618 materials, schools operating 7 7 billion grants, public primary and NFE schools Source: KESSP (2005-2010)

From table 2.1, the Government of Kenya plans to spend Kshs 35,618 billion on

Capacity building and acquisition of teaching and learning materials (Mainly textbooks).

Kombo (1988) notes that availability and use of teaching aids in schools were ranked among the most influential factors which could explain the causes of poor examination results in schools.

19 Figure 2.1: Breakdown of development budget 2003/04 in education (Kshs million).

Source: Kenya economic survey, 2004.

From figure 2.1, from the total Government budget to Education, 69% goes to primary education. This is a testimony to the Government‟s commitment to develop human capital by offering basic education.

The Ministry Of Education and JICA (Japanese International Co-Operation Agency) started a project called SMASSE (Strengthening Mathematics and Science in Secondary

Education). In July 1998, a pilot study was done in nine (9) districts. The scope of

SMASSE was expanded nationwide in July 2003 under INSET (in-service education and training).

20 According to Mutahi (2009), following the successes of SMASSE (secondary),

SMASE-primary was started in August 2010. All districts in Kenya conducted a two weeks training of teachers. The target group was mathematics and science teachers in standards 6, 7 and 8. Current trends in pedagogy, attitudes and motivation were dealt with. Active learning and production of teaching/learning materials using locally available raw materials was addressed. The GOK places a lot of emphasis on education and training. The average government spending on education excluding the share by households has ranged between 5 and 7 % of GDP. 73% of the social sector spending goes to education.

Figure 2.2: central government expenditure on social services:

2003/04

source: Kenya economic survey, 2004

KEY

MOE Ministry of Education MOLHRD Ministry Of Labour and Human Resource Development MOH Ministry Of Health MOHANH Ministry of Home Affairs and National Heritage

From the total government expenditure in education, a big sum of resources goes to infrastructure development as depicted in table 2.2.

Table 2.2: Summary of yearly infrastructure costs: 2005/06 – 2009/10 (Kshs million) Component 2005/06 2006/07 2007/08 2008/09 2009/2 Total 010 School improvement grants 475.00 100.00 1140.00 1000.0 1000.0 4715.0 New primary school 00.00 144.70 144.70 133.40 111.35 534.15 construction Management and capacity 95.36 55.06 19.67 10.17 10.17 190.27 building Monitoring and evaluation 52.36 100. 95.50 94.38 94.38 437.50 Sub total 622.83 1400.38 1399.9 1238 1215.9 5876.9 Existing infrastructure 235.00 255.00 0.00 0.00 0.00 745.00 programmes (primary) – USAID/OPEC Total 857.83 1655.38 1654.87 1237.95 1215.9 6621.9 Source: KESSP (2005-2010:8)

From table 2.2, the government plans to spend Kshs 6,622 million in infrastructure development i.e. building new schools and rehabilitation of existing structures over the period 2005-2010. New primary schools would not be constructed during the first year

(2005/06). Priority in the first year would be given to school improvement grants.

Development projects (rehabilitation and construction of primary schools) take 90.6% of the funds. Management, capacity building and monitoring and evaluation take Kshs

627.77 billion (9.4%) of the total budget. This study will aim at establishing to what extent the government has achieved this objective in Ijara district, Garissa County.

2.5 Summary of Literature Review

The literature reviewed has shown studies, debates, opinions, suggestions and recommendations on sources of funding to finance development projects in public primary schools. Since independence in 1963 to date, education has been financed through government, parents, donors, local communities, income generating activities,

MOE bursaries and students themselves. The literature has also shown that despite the efforts made by all these bodies, infrastructure provision remains inadequate in most primary schools. The development of infrastructure and provision of teaching and learning materials has not matched the growth in education in terms of enrolment. Poor performance in national examinations has been linked to inadequate provision of infrastructure, teaching and learning facilities. This chapter has outlined that for effective implementation of free primary school education, adequate financing is critical. There is not much data available on the extent of provision of physical facilities. This study aimed at determining challenges in financing development projects in public primary schools in

Ijara district in Garissa County.

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter looked at the research methodology that was applied in the study. It indicates the research design, study locale, population of the study, the sample and sampling procedures, research instruments and their administration, data collection procedures, data analysis, interpretation and reporting.

3.1 Research design

The study adopted a survey design to asses the challenges in financing development projects in public primary schools in Ijara district. Mugenda and Mugenda (2003) observe that Survey design is concerned with gathering of facts or obtaining pertinent and precise information concerning the current status of this phenomenon and draw possible conclusions. Survey design was appropriate for this study since the researcher wished to find out the state of adequacy of existing infrastructure and how they were financed.

3.2 Locale of the study

The study was conducted in Ijara district in Garissa County, Kenya. Ijara District was curved from Garissa District on 20th May 2000. It is situated to the extreme south of

North Eastern Province (See attached map 2). It borders Tana River District to the west,

Garissa to the north and Lamu to the east. It also borders the Republic of Somalia to the north east. The District covers approximately 11,330square Kilometers. The district is

arid. The vegetation in the district is generally acacia species of shrubs and long grass.

The predominant economic activity is pastoral-nomadism where residents move from one place to another in search of water and pasture for their animals.

3.3 Target population

The research targeted all the fourty two (42) public primary schools in Ijara district.

Respondents included all the fourty two (42) headteachers and fourty two (42) parents-

Teachers Association chairpersons. The district education officer-Ijara was also targeted.

3.4 Sample and sampling procedure

There were a total of fourty two (42) public primary schools in Ijara: thirty five (35) schools in the regular schools category and seven (7) mobile schools. Twenty five of the regular schools were mixed day schools while ten were mixed day and boarding schools.

The researcher used stratified sampling technique to select 12 primary schools (29%) from the district. The sample was composed of ten (10) regular and two (2) mobile schools. The DEO was included in the sample. Cray (1992) postulates that for a small population, a sample size of at least 20 percent of the population is a good representation.

Twelve (12) headteachers, twelve (12) PTA chairpersons and the DEO responded to questionnaire items.

Table 3.1: Sampling Procedure (Schools) schools Target Sampled Sample percent population schools Mobile schools 7 2 14.3%

Mixed day schools 25 7 28%

Mixed, day and 10 3 30%

boarding schools

Sub total 42 12 28.57%

Table 3.2 Respondents Respondents Target Sample size Percentage(sample) population Headteachers 42 12 28.57%

PTA chairpersons 42 12 28.57%

DEOs 1 1 100%

TOTAL 85 25 29.4%

Source: Researcher.

3.5 Data collection instruments The research instruments to be used for the study were questionnaires, observation sheets and content analysis. Questionnaires were administered to headteachers, PTA chairpersons and the DEO. Questionnaires are widely used in education to obtain information about current conditions and practices and to make enquiries concerning attitudes and opinions quickly and in a precise form (Lovell and Lawson, 1971). Observation schedules were used by the researcher to record educational facilities available in the schools. Content analysis was employed to get data from secondary sources (government departments and ministries).

26 3.5.1 Headteachers’ questionnaire

Lovell and Lawson (1971) note that questionnaires are widely used in education to obtain information about current conditions and practices and to make inquiries concerning attitudes and opinions quickly and in the precise form. Peil (1985) stresses the above point by adding that they provide a cheap means of collecting data from large numbers of people. This questionnaire was administered by the researcher to the headteacher. The aim of this questionnaire was to gather background information on school development projects started and completed /incomplete over the last five years. Background information on the school was also gathered.

3.5.2 PTA chairpersons’ Interview Schedule

This interview schedule was administered by the researcher to the PTA chairperson. The researcher requested the headteacher to invite the PTA chairperson to school. The interview was used to check the level of parents‟ participation in funding development projects. Constraints faced by parents were sought and possible remedial measures identified.

3.5.3 DEOs Questionnaire

This questionnaire was administered by the researcher to the DEO. The researcher visited the District Education Office and requested him/her to fill the questionnaire. The questionnaire was used to check government and parents‟ participation in funding development projects. Constraints faced by the government and parents were sought and possible remedial measures identified.

27 3.5.4 Observation schedule Bell (1987) remarks that Observation schedules are used to supplement information from formal responses. Much is learned by observing what people actually do and how they do it and that observation is almost combined with casual or informed interview. The researcher used the observation schedule to record available resources. This was done by moving around the school. The adequacy of available resources was checked by comparing the sharing ratio against the standards set by the Ministry of Education.

3.5.5 Content analysis

The researcher obtained data from the district education office and other government departments/ ministries on school statistics and analysed it in terms of enrolment, availability of resources/facilities and sharing ratios in Ijara district. Content analysis provided data particularly on transition rates which may not be got from the headteachers and/or PTA chairpersons.

3.6 Piloting research instruments The instruments were pre-tested in one education zone which was not included in the selected sample to determine their validity and reliability. The research instruments were then revised before being used for research.

3.6.1 Validity

Mugenda and Mugenda (2003 define validity as the degree to which results obtained from data analysis actually represent phenomena under study. The researcher established the content validity by seeking expert judgment from his supervisors while developing the research instruments. The researcher also tested the instruments with his colleagues to determine whether the items accurately represented the concept under study.

28 3.6.2 Reliability

Reliability is a measure of the degree to which a research instrument yields consistent results of data across two or more attempts (Orodho, 2009). The test-retest method was used. The questionnaire was administered to a group of five (5) respondents not included in the study sample. The completed questionnaires were scored and analysed. After lapse of a two weeks period, the same questionnaires were administered to the same respondents. The completed questionnaires were scored again. A comparison of the answers was made using the Pearson product moment correlation coefficient.

According to Ingule and Gatumu (1996) the Pearson product moment correlation coefficient is calculated using the formula:

R = Σ(x-χ) (y-¥)

Σ(x-χ)2 Σ(y-¥)2

Where x represents variables from the first test.

χ represents the mean of variables from the first test.

y represents variables from the second test.

¥ represents the mean of variables in the second test

The higher the (positive) correlation coefficient obtained, the higher the reliability of the research instruments.

3.7 Data collection Procedures

The researcher sought permission from the Department of Education management, policy and Curriculum studies in Kenyatta University. A research permit was sought from the

Ministry of Higher Education, Science and Technology (MOHEST). Prior arrangement

was made with the headteachers. The researcher administered the headteachers‟ questionnaire. The headteachers were requested to invite the PTA chairperson to the school where the PTA chairperson was interviewed. The researcher visited the district education office from where the DEO filled his questionnaire. Permission was also sought from the Headteacher to tour the school. During this tour, the researcher filled the observation schedule.

3.8 Data Presentation and analysis

The proposed study was quantitative. Questionnaires and observation schedules were coded. Data accumulated was systematically arranged and critically scrutinized to increase understanding of the issues being researched on and to facilitate report writing.

In this study the researcher coded data separately. Coded data was then entered and stored in the computer ready for analysis.

The results were presented in the form of tables. Descriptive statistics i.e. frequency distribution, percentages and bar graphs were used in this study to analyse the data.

CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.0 Introduction This chapter presents analyses and interprets data obtained from the questionnaires, interview schedules and the researcher‟s observation sheet. This study was to investigate challenges in financing development projects in public primary schools in Ijara district.

The questions this study sought to answer were: a) What are the medium and long term development projects undertaken by public

primary schools in Ijara district? b) How are the development projects financed? c) What are the levels of financing by each financier in the projects? d) Have the projects been completed and are they being optimally utilized? e) What challenges and remedies have the institutions faced in financing development

projects?

Data is presented in form of tables showing the number of respondents. Explanation is given after each table/figure to aid in the Understanding of data

This chapter is divided into five parts. The first part presents and analyses medium and long term projects undertaken by public primary schools. This is followed by an analysis of the sources of finances for educational facilities. The third part presents and analyses the level of financing by each financier. The part presenting and analyzing the complete/ incomplete projects follow. The last part looks at the challenges faced in the acquisition of school development projects as well as possible remedial measures.

4.1 Response Rate

The target population of the study was 42 headteachers, 42 PTA chairpersons and one

District Education officer (DEO). The researcher took a sample of twelve headteachers, twelve PTA chairpersons and one DEO. The researcher distributed 12 questionnaires to the headteachers, another questionnaire to the DEO and 12 interview schedules to the

PTA chairpersons. Additional information was got through observation. All the questionnaires and interview schedules were dully filled and returned.

Table 4.1: Response Rate

Respondents Number of Responses Percentage Headteachers 12 100% PTA chairpersons 12 100% Education officers 1 100% TOTAL 25 100% Source: Researcher

Table 4.1 indicates that responses received by the researcher were 100%. This could be attributed to the fact that that the researcher visited each of the sampled schools.

4.2 Major development projects undertaken by public primary schools

4.2.1 Physical facilities

Question 5 of the PTA chairperson‟s interview schedule sought to find out Schools with a development plan. Three (3) out of twelve (12) schools had a development plan.

The researcher was interested in finding out which development projects had been undertaken by schools in the last five years (2006-2011).

Table 4.2 Facilities that had been built by schools.

No. of schools that Built None initiated

N0 of Total Percent No of Total Percent Schools Schools

Administration Block 5 41.67 7 58.33

Classrooms 12 100 0 0

Toilets 12 100 0 0 Dining Hall/Kitchen 6 50 6 50 Teachers Houses 5 41.67 7 58.33

Dormitory 3 25 9 75 Buying Computers 0 0 12 100%

Any Other(Fence) 5 41.67 7 58.33

Source: Researcher

From table 4.2, all the schools had acquired classrooms and toilets. 41.67% of the schools had initiated construction of administration blocks, teachers housing and fencing. 50% of the schools had dining halls/kitchens. Boarding facilities had been built by 25% of the sampled schools none of the schools had bought computers.

4.2.2 School land size

Question 6 of the headteachers questionnaire sought to find out the land size in the schools. The responses are in table 4.3

33 Table 4.3 land size

Acreage(acres) No of schools Percentage (%)

0-5 4 33.33%

5-10 3 25%

10-15 3 25%

15-20 1 8.33%

Above 20 1 8.33%

Source: Researcher.

Question seven in the headteachers questionnaire was on the rating of the size of the land.

The responses were as tabulated below.

Table 4.4 Adequacy of school land

Rate No. of Schools Percentage (%)

Very adequate 4 33.33

Adequate 8 66.67

Scarce 0 0

Acute shortage 0 0

Source: Researcher.

Figure 4.1 Adequacy of School Land

Bar Graph Showing adequacy of school land

From table 4.4 and figure 4.1, 33.33% of the respondents rated this amount of land as very adequate while 67% of the respondents rated the land as adequate. Land scarcity is not an issue in Ijara district. Land is communally owned. When the community wishes to set up a school, the community elders demarcate a sizeable portion for this purpose.

4.2.3 Institutions Connected To Electric /Solar Power Supply

Table 4.5 Institutions Connected To Electric /Solar Power Supply

No. of schools TOTAL PRCENTAGE (%)

YES 2 16.67

NO 10 83.33

Source: Researcher

From table 4.5, the school management gave a picture that 16.67% of the schools were connected to either electric or solar power supply compared to 83.33% for the schools without electric/solar power supply.

4.4 Sources of Finances for School Development Projects

Respondents were asked to state the sources of finances in Questions 9 in the headteachers questionnaire and question 7 of the PTA interview schedule

Table 4.6 HEADTEACHERS RESPONSES ON SOURCES OF FINANCING

Source Of Funds No. Of Headteachers Total Percentage (%)

GOK/MOE 12 100

PTA 6 50

County Council 0 0

Self Help (Harambee) 0 0

Donations(NGOs) 12 100

Others(CDF,ARID LANDS) 12 100

Source: researcher

36 Figure 4.2 Sources of Finances for School Development Projects 100

80 GOK/MOE 70 PTA 60 C/Council 50 Self Help 40 Donations Others 30

20 10

Bar Graph Showing Sources of Funds for School Development Projects

From table 4.6 and Figure 4.2, the headteachers agreed that the government through the ministry of education, donors, constituency development fund (CDF) and The Ministry

For The Development Of Northern Kenya And Other Arid Lands (MDONKALS) contributed 100% in the provision of educational facilities. The Ministry of Education contribution was made mainly through infrastructure funds channeled to schools for the construction of classrooms, dormitories and fencing. CDF financed the construction of classrooms, dormitories, toilets and fencing. The ministry for the development of northern Kenya and other arid lands engaged in building classrooms, dormitories and water storage facilities. 50% of Parents /guardians contributed to financing educational facilities. This was mainly in the form of labour or transport. An interview schedule was administered to PTA chairpersons on the sources of finances for school facilities. Their responses are in table 4.6

Table 4.7 PTA Chairpersons Responses on Sources of Finances

Source Of Funds No. of responses Percentage (%)

GOK/MOE 12 100

PTA 5 41.67

County Council 0 0

Self Help (Harambee) 0 0

Donations(NGOs) 12 100

Others(CDF,ARID LANDS) 12 100

The PTA interview schedule questions 1-4 were on background information. Questions

5-15 were seeking information on parents‟ contribution towards school development projects.

Most of the PTA chairpersons concurred with the headteachers that the Government of

Kenya (through MOE and MDONKALS), the constituency development fund (CDF) and donors (NGOs) contributed fully (100%) in financing development projects in the schools.

The PTA chairpersons felt that the parents and/or guardians contributed 41.67 % of the financing of education facilities. Parents contributed to school development in kind; clearing the school compound, carrying building blocks and erecting temporary fences around the schools. The parents in Ijara adapted a communal approach to contribute to the school. Under the leadership of village elders, they would gather in the school on an appointed day and build a temporary kitchen or carry building materials to the required

38 site. They demarcated school land by erecting a temporary fence. Parents also contributed by serving as committee members.

Parents‟ contribution was low (41.67%). One of the PTA chairpersons noted that;

„‟ Due to the pastoral/nomadic lifestyle of the people of Ijara, it is difficult to gather

parents together at any one time. The follow their cattle to the grazing lands in the

neighboring districts and may stay there for upto one month‟‟.

Various Non-Governmental Organizations assisted to put up classrooms, dormitories and water storage facilities. The following were listed as some of he NGOs operating in Ijara district: UNICEF, Womankind Kenya, Mikono international, World vision, and Plumbers without frontiers.

The above sources were mentioned to have contributed to financing school development projects as shown in table 4.7.

Table 4.8 NGOS Operating In Ijara District

NGO Projects Number of schools Percentage (%) undertaken Womankind Kenya Dormitories, beds 7 58.33 and beddings, toilets Mikono classrooms 1 8.33 UNICEF Dormitories, beds 4 33.33 and beddings Plumbers without Toilets, piped water 2 16.67 frontiers World vision Water trucking, 2 16.67 water storage facilities

From table 4.8, all the NGOs supported schools by way of providing dormitories, beds, beddings, toilets and water storage facilities. Womankind Kenya reached 83.33% of the schools. Mikono international had reached one school where they put up four classrooms.

UNICEF covered 33.33% of the schools under study. World Vision and Plumbers

Without Frontiers were promoting water, hygiene and sanitation in 16.67% of the schools.

Question 18 of the headteachers questionnaire was whether schools charged development funds and how much. The schools levied no extra funds as depicted by the responses.

This is because of poverty levels which were high among the households.

One of the PTA chairpersons remarked that, „‟this is an arid area. Most of the parents depend on livestock. These livestock are threatened by perennial drought. There are no other income generating activities here‟‟. Several headteachers remarked that most parents had a negative perception to paying any form of levies arguing that the government is offering free primary education.

4.5 Accomplishment of Educational Facilities

The researcher was interested in finding out whether development projects had been completed, incomplete or whether none was initiated in the schools. AS Regards each financier completing one project at a time, both the headteachers and PTA chairpersons responded in the affirmative.

Table 4.9 Facilities that have been built and complete

Complete Incomplete Built None

N=12 Total N=12 Total N=12 Total

percent percent percent

Administration 5 41.67 0 0 3 25 block classrooms 9 75 1 8.33 0 0 toilets 8 66.67 2 16.67 3 25 Dining hall/kitchen 0 0 0 0 6 50 Teachers houses 5 41.67 0 0 2 dormitory 3 25 0 0 5 41.67 Buying computers 0 0 0 0 12 100% Any other(fence) 2 16.67 3 25 3 25

From table 4.9, 75% of the classrooms were completed in the schools sampled. It was found out that funds were used to build classrooms at the expense of other equally important projects 41.67 % of the teachers‟ houses and administration block were complete. 66.67 % of the pupils‟ toilets were completed. 25% of the respondents admitted to having completed the dormitory construction. Teachers‟ houses had been put up as a way of attracting teachers to the remote parts of the district. The teachers‟ houses were made of permanent materials. The teachers‟ houses were funded by the CDF.

Among the incomplete Projects were 25% of the fencing, 16.67% of the toilets and 8.33

% of the classrooms. Notably, all these projects had been started in the 2010/2011 financial year and they were earmarked for completion in 2011/2012 financial year. 50% of the schools had not built dining halls/kitchen. 41.67 of the schools had not built any

dormitories implying the schools operated as day schools. 25% of the schools had not embarked on construction of administration blocks and toilets. None of the schools had bought computers.

4.6 Major challenges faced by schools in financing development projects

Table 4.10 Major challenges faced by schools in financing development projects

Challenges No. Of Responses Total Percentage (%) Rising Cost Of School 7 58.33 Equipment Lack Of Community 8 66.67 Participation Breakage 2 16.67 Inadequate Funding 12 100 Political Interference 1 8.33 Poverty Among Households 11 91.67

As depicted in table 4.10, all the respondents cited inadequate funding and the inconsistent flow of free primary schooling (FPE) funds as a major challenge to financing development projects. Additionally, they remarked that there were delays in releasing the funds which hampered planning. 8.33% of the headteachers mentioned interference in the running of schools by School Management Committees (SMCs), politicians and other partisan groups. One headteacher noted that school committee members (SMC) with vested interests in being awarded contracts held meetings outside the schools without involving the headteachers.

42 Low value was attached to education as most parents were illiterate. The indifference of the local community was mentioned by 66.67% of the headteachers. They argued that the community did not actively participate in funding school facilities. They saw this as the responsibility of the parents whose children were attending school. High poverty levels among the households contributed to parents‟ unwillingness to assist in putting up school facilities.

The rising cost of equipment/ high prices of construction materials was another impediment to development of schools. Many headteachers (58.33%) noted that the prices kept rising by the day. One headteacher noted that;

„‟We budget and the next time you visit a merchant, the price of commodities have gone up a number of times‟‟.

Infrastructure in Ijara district was poor. The roads leading to the schools were seasonal, hence the transport services were unreliable. Communication was difficult. Poor means of transport due to absence of all weather roads increased the costs of acquisition of educational facilities. Commencing of Agriculture related income generating activities was hampered by harsh climatic conditions. Most of the respondents cited breakages as one of the problems facing the schools. A huge sum of money was utilized to repair broken facilities. Most facilities like desks were broken by pupils during play or while being transported from one point to the next. Most of the mobile schools were made of temporary structures. Other respondents cited cowboy contractors as being the cause of structures that were sub-standard. The schools changed location following the migratory pattern of the community served by the mobile school. The DEO encouraged the mobile

schools to put up Permanent structures so that in the future, it would be turned into a regular primary school.

Donations as a source of financing are subject to the generosity of the donor. Whatever the donor decides to give and the project chosen are not very questionable. Donations are not reliable. They are not a constant source of funding. Poor soil drainage that was not able to support buildings affected construction of school buildings. It was especially noted that pit latrines caved in during the rainy seasons.

4.7 Possible Remedies to Challenges in Financing Development Projects

Both the headteachers and the PTA chairpersons concurred on possible methods of improving their school financial position. These included soliciting for more funds from

NGOs, FBOs, CBOs and well-wishers. They voiced the concern of Conducting fund raising (harambee). Self help (harambee) leads to ownership of the projects undertaken.

Schools should request for increased funding from the government through the Ministry of Education, donors and other stakeholders. This can be done through the various education offices at the provinces/county and district levels. The schools should forward their budgets to the Ministry of Education at the start of each financial year. Similarly, they should forward proposals requesting for infrastructure funds.

Establishing income generating activities suited for arid areas like irrigated farming and bee-keeping would go a long way to supplement school income. Vegetable farming through irrigation was viewed as a possible venture by schools. Most of the schools had adequate land for income generating activities. School management committees should

44 undertake labour contracts only as opposed to full contracts. The respondents observed that labour contracts would significantly reduce the total cost of projects and minimize vested interest. Use of high quality materials that could withstand poor soils and drainage was proposed.

Community participation in school development should be encouraged.

Parents/guardians, pupils and stakeholders should be actively involved in developing and implementing the school development plans. An elaborate school development plan fosters and guide future development. The local authorities (county council) should liaise with other government ministries to improve road network, power supply and water provision among other physical infrastructure in schools.

Summary

This chapter has presented, analysed and interpreted the data gathered. The next chapter will make conclusions from the study, make recommendations and suggest areas of further research.

CHAPTER FIVE

CONCLUSION, RECOMMENDATIONS AND SUGGESTIONS FOR FURTHER RESEARCH

5.1 Introduction The findings of this study have been summarized in this chapter. Discussions, conclusions and recommendations of the study based on the findings have been provided in this chapter. The purpose of this study was to find out challenges in financing development projects in public primary schools in Ijara district. It was further to investigate sources of funds for these developments and find projects that were complete and those that were incomplete.

Questionnaires, interviews schedules and observation sheets were used to collect data.

Raw data was provided by headteachers, parents-teachers‟ association chairpersons and education officers. Data was analyzed both qualitatively and quantitatively. This chapter summarizes the findings, gives recommendations and suggestions for further research.

5.2 Key Findings Ijara district was found to have many sources of income for public primary schools.

These sources were:

. Government sources through the Ministry of Education and the Ministry for the

Development of Northern Kenya and Other Arid Lands (MDONKALS).

. Government of Kenya through constituency development funds (CDF).

. Parents/guardians and

. Donations (NGOs).

46 Out of these sources, donations and CDF was the most exploited. The CDF contribution to public primary schools was evident in every aspect. Donations were given as a form of assistance to the public primary schools by well-wishers. This assistance came in such forms as:

 Building of school facilities such as classrooms and dormitories.

 Acquisition of water, sanitation and hygiene facilities. They built toilets

and water storage tanks.

As much as parents were rated as key contributors to the school kitty, headteachers agreed that most parents were often unable to pay the amount required from them by the school. The parents and headteachers attributed this inability to various factors, among them poverty and parents being over-burdened with many responsibilities.

Assistance was drawn from various NGOs and local well-wishers. The headteachers and

PTA chairpersons agreed that since donations to schools were on voluntary terms, the schools could not budget on the basis of their availability. The donor(s) determined the time to donate and could also terminate assistance in a short notice.

The county council did not finance public primary school buildings/facilities. The Ijara county council was responsible for all school land. All the schools visited during the research had been built on land owned by the county council. All the primary schools in the study had complete classrooms. However, most of the schools had incomplete dining halls/kitchens, teacher‟s houses, dormitories and administration blocks.

Despite the various sources of money in primary schools for development purposes, many facilities were yet to be built. Important educational facilities such as computers were completely lacking. For the last five years, no projects had stalled, an indicator of proper planning and utilization of resources. Minor development projects such as renovations and construction of toilets were noticeable at the expense of major development projects.

5.3 Conclusion

The government through the Ministry Of Education and the Ministry for the

Development of Northern Kenya and Other Arid Lands made great contributions towards major development projects in public primary schools over the last five years. The headteachers and PTA chairpersons however felt that alternative sources such as harambee (self help) and income generating projects should be explored to generate more funds. Essential structures such as dormitories, teachers‟ houses and administration blocks (staffrooms) were incomplete. No school had acquired computers. A lot of emphasis went towards the completion of classrooms. However, despite having sources of funds for development of major projects in all schools, some buildings were incomplete or completely lacking. Apart from complete classrooms in 100% of the schools, other key facilities such as dining halls/kitchens, dormitories, teacher‟s houses and staffrooms were inadequate, lacking or incomplete. No school had acquired computers. This shows that the schools in Ijara district were yet to adopt integration of

ICT in teaching and learning.

48 Most schools lacked a development plan (SDP). However, they had prioritized development projects. Structures such as toilets were in place and in some cases, renovations could be observed in classrooms. About 25% of the primary schools had incomplete buildings. Most of the buildings in place had been put in place over the last five years.

5.4 Recommendations

This study revealed that there is room and avenues that can ease the burden borne by parents and the government in financing of public primary schools. The recommendations made here are for Ijara District. Public primary schools should seek diversified ways to raise money for their schools. In Ijara, public primary schools have adequate land for development of schools. They can carry out income generating projects within their compounds. School halls can also be hired out at a fee and the money should go to the school. Public primary schools are in arid areas. They should initiate projects such as bee-keeping and irrigated vegetable farming which does not require arable land.

Parents should be made aware of cost-sharing and the policy should be clearly spelt out to them. This could be done by more involvement of parents in school activities.

Financing of primary level education should be viewed as a partnership between the local communities and the central government. The government should propagate its policy of cost-sharing in the community. The problem of community indifference to education financing is not very common in Kenya. The local administration should encourage the local communities to fully participate in supporting their schools. The support of the local communities currently is lukewarm. The schools themselves should engage more in communal activities so that they (parents) do not relent giving support to their schools. It

49 is not enough for them you give only monetary support; they should also help in manual work since such activities contribute to the reduction of costs the schools incur.

The demand for education facilities is projected to keep increasing if the current census figures are anything to go by. This will place a very heavy financial burden on the government and the people of Kenya. Assuming therefore that parents will continue to play an active role in construction of school facilities to meet the expected demand, every effort must be made to sustain the Harambee (self help) spirit that has been the backbone of school development during the past twenty-five years.

Public primary schools in Ijara District should also seek ways of reducing costs so as to utilize the scarce resources. The schools could improvise on the building materials, for instance by using materials that are not easily affected by extreme weather conditions such as wood. Secondly the concept of preventive maintenance and the role of the headteachers in the day to day maintenance of school property should be stressed.

Workshops and seminars directed at school maintenance should be mounted nationally for education officials, parents, pupils and all stakeholders. Education officials should work with headteachers to ensure that major development projects are constructed in schools at least every five years as per the immediate needs of the schools. Development projects should not just end at the building of classrooms. Other essential facilities such as dormitories should be prioritized. Boarding schools act as a safety net for children in arid areas where enrolment figures are low. most children drop out of school to engage in child labour such as herding and early marriage of girls.

50 The absence of computers was evident in all schools visited. Headteachers complained that establishing and equipping the computer workshops was very expensive and schools could not afford. A solution to this problem could be found in the government economic stimulus programme. This could boost to the 8-4-4 system of education as it is supposed to integrate Information Communication Technology (ICT) in the teaching and learning process.

Ijara district had relatively few primary schools situated in the arid areas of Kenya. It was populated by nomadic and pastoralist Kenyans. To address the imbalance in education between these and other districts in Kenya, the government should continue building low cost-boarding primary schools so that children can continue to attend schools. It is not possible for primary education in these areas to catch up with the rest of the country if they are not assisted by the government. Therefore, government support in marginal districts should continue with an aim of reducing inequity in primary school education.

5.5 Suggestions for Further Research

The study found out that primary schools in Ijara district were still lagging behind in acquiring fully functional physical facilities as required by the 8-4-4 system. The study only looked at the sources of funds for primary schools and the problem associated with the sources. It also sought to find out the nature of the physical facilities available in these schools. Therefore by nature, the study was not exhaustive;

a) A study needs to be carried out in any other district in Kenya on sources of funds,

complete and incomplete development projects within a given period of time.

b) Research that compares two regions on financing primary school development

projects should be done. c) The extent to which schools have integrated Information Communication

Technology (ICT) and its effects on educational achievement.

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APPENDIX I HEADTEACHERS’ QUESTIONNAIRE Instructions i. Do not write your name or that of your school anywhere in this questionnaire, ii. This research is meant for academic purposes only. Responses to this questionnaire will be treated as confidential. iii. Answer all questions in each section. Be as sincere, honest and precise as possible. Part A; Background information 1. A) what is your gender? M F

b) Type of school Mixed Day Mixed day, Boys boarding

Mixed day, Girls boarding 2. What is your highest level of education? Masters ( ) Bachelors degree ( ) Diploma ( ) P1 ( ) Other (specify)………………………………………………………

3. What is your teaching experience in years? 0-5 years 6-10 years 11-15 years 16-20 years above 20 years

4. What is the Total student population?

Boys Girls Total

5. Who is the school sponsor? …………………………………………..

Part B; physical facilities in the school 6. The school land is………………..acres.

7. How do you rate this amount of land? Very adequate adequate scarce acute shortage

8. (a) Where do you obtain water from? ……………………………………………… (b) How reliable is the water supply? ...... V. Good Good Average Fair 9. What are the main sources of finances for school development projects? (fill the table below)

SOURCE OF FINANCES YES NO REMARKS(if any) GOK/MOE PTA County Council Self Help(Harambee) Donations(NGOS) Others(Specify)

10. Does each financier complete a single project at a time? Yes ( ) No( ) 11. What labour/services do parents provide during putting up of development projects? i. ……………………………………………………………… ii. ………………………………………………………………

12. Has all the projects started over the last five years been completed? Yes ( ) No ( ) 13. From the following list, which of the facilities have been built and completed? Please tick as appropriate Buildings Complete Incomplete Built None Administration Block Classrooms Toilets Dining Hall/Kitchen Teachers Houses Buying Computers Any other (specify)…..

56 14. Are the completed projects being put to their intended use(s)? Please indicate in the table Buildings Yes No Remarks Administration Block Classrooms Toilets Dining Hall/Kitchen Teachers Houses Buying Computers Any other (specify)……………

15. Is the school connected to electric/solar power supply? Yes No

16. Apart from the above facilities, what other educational facilities do you think are needed by the school? Facility Usefulness a) b) 17. Suggest possible ways of improving the school financial position. ……………………………………………………………………….. 18. Does your school charge development fund? Yes No If yes, how much per annum? Kshs………….

19. In your opinion, which challenges have the schools faced in financing development projects? (Please tick) a) Rising costs of facilities ………………………………………….. ( ). b) Inadequate FPE and other Government grants…………………… ( ). c) Delayed FPE and other Government grants……………………… ( ). d) Political interference……………………………………………… ( ) e) Any other (specify………………………………………………....( ).

20. Suggest possible remedial measures for the challenges cited in (19) above. a)……………………………………………………………………………….

APPENDIX II PTA CHAIRPERSONS INTRVIEW SCHEDULE Instructions i. Do not write your name or that of your school anywhere in this questionnaire, ii. This research is meant for academic purposes only. Responses to this questionnaire will be treated as confidential. iii. Answer all questions in each section. Be as sincere, honest and precise as possible.

Part A; Background information 1. What is your gender? M F

2. How many years have you been a chairperson? 0-1year 1-2 Years 2-3 Years Over 3 Years 3. How many parents are there in the school? ………………….. 4. What are your major roles as a chairperson in ensuring that the school has adequate Teaching/learning facilities and infrastructure? i. ……………………………………………………. ii. ……………………………………………………. iii. …………………………………………………….

Part B; physical facilities in the school 5. Does your school have a development plan? Yes ( ) No ( ). 6. (a) Does your school have any income generating projects to supplement school income from other sources? Yes ( ) No ( ). (b) What income generating activities do you engage in? ………………………………………

58 7. How many projects has the school undertaken over the last five years? Select from the list below: Project Number Number Incomplete Source Of Completed Funding Administration Block Classrooms Toilets Dinning Hall/Kitchen Teachers Houses Buying Computers Any Others: Specify

8. What are the main sources of finances for school development projects? (fill the table below) SOURCE OF FINANCES YES NO REMARKS(if any) GOK/MOE PTA County Council Self Help(Harambee) Donations(NGOS) Others(Specify)

9. Does each financier complete a single project at a time? Yes ( ) No ( ) 10. What labour/services do parents provide during putting up of development projects? i ……………………………………………………………… ii ………………………………………………………………

11. (a) How effective has the PTA been in contributing towards school Development projects? Very effective ( ) effective ( ) less effective( ) Not effective( ). (b) If the PTA has been ineffective in contributing towards school development projects, give reasons ……………………………………………………………… ………………………………………………………………. 12. Has all the projects started over the last five years been completed? Yes ( ) No( )

13. Are the completed projects being put to their intended use(s)? Please indicate in the table Buildings Yes No Remarks Administration Block Classrooms Toilets Dining Hall/Kitchen Teachers Houses Buying Computers Any other (specify)…………… …………………….

14. What are the major challenges you face in financing development projects in the school? a)…………………………………………………………………………………….. b)……………………………………………………………………………………..

15. Suggest possible remedial measures for the challenges cited in (14) above. a)………………………………………………………………………………. b)………………………………………………………………………………

APPENDIX III Education Officers Questionnaire

Instructions

i. This research is meant for academic purposes only. Responses to this

interview will be treated as confidential.

ii. Answer all questions in each section. Be as sincere, honest and precise as

possible.

1. How many years have you been a DEO?

0-3 Years 3-6 Years Above 6 Years

2. Please give the district pupils enrolment by filling the table below:

District enrolment for the last five years YEAR BOYS GIRLS TOTAL 2007 2008 2009 2010 2011 2012(projection)

3. What are the main sources of finances for school development projects? (fill the table below)

SOURCE OF FINANCES YES NO REMARKS(if any) GOK/MOE PTA County Council Self Help(Harambee) Donations(NGOS) Others(Specify)

4. How well equipped are schools in your district? Tick in the spaces provided.

V. Adequate Adequate Inadequate None Built Administration Block Classrooms Toilets Dining Hall/Kitchen Dormitories Teachers Houses Computers Any Other(Specify)

5. Which other educational facilities do you think the schools in the district should

acquire for effective teaching and learning?

………………………………………………………………………………………………

6. Suggest possible ways in which your schools could generate more funds to acquire the

inadequate facilities.

a)………………………………………………………………………………………

b)……………………………………………………………………………………...

APPENDIX (IV) OBSERVATION SHEET FOR RESEARCHER

1. Administration Block: Complete………… Incomplete……………..…

Remarks…………………………………………….

2. Classrooms: Complete……………….. Incomplete…………..………

Remarks……………………………………………..….….

3. Boys‟ Toilets: Complete………… Incomplete…………

Remarks………………………………………………

4. Girls‟ Toilets: Complete……… Incomplete……………….………

Remarks……………………………………………

5. Kitchen/Dining Hall: Complete………..….. Incomplete……………

Remarks…………………..……………………

6. Dormitories: Complete…………… Incomplete………………..……

Remarks…………………………………………..

7. Staff Houses: Complete………… Incomplete……….……

Remarks…………………………..……………..

APPENDIX V LIST OF SCHOOLS

SCHOOL STATUS 1. Furqan Primary Mixed Day 2. Bulthohama Mixed Day 3. Dahir Mixed Day 4. Elkambere Mixed Day 5. Elmaan Mixed Day 6. Farjana Mixed Day 7. Gababa Mixed Day 8. Gedilun Mixed Day 9. Gerille Mixed Day 10. Gesireb Mixed Day

11. Gumarey Mixed Day 12. Handaro Mixed Day and Boarding 13. Hadi Mixed Day 14. Hara Mixed Day and Boarding 15. Hulugho Mixed Day and Boarding 16. Ijara Girls Mixed day and Boarding 17. Ijara Primary Mixed Day and Boarding 18. Jalish Mixed Day 19. Koran Hindi Mixed Day 20. Korissa Mixed Day and Boarding 21. Kotile Mixed Day and Boarding 22. Masalani Mixed Day and Boarding Primary 23. Mai Mixed Day 24. Mare Mixed Day 25. Masalani Girls Mixed day and Boarding 26. Nasib Mixed Day 27. Rahma Mixed Day 28. Sangailu Mixed Day and Boarding 29. Sinai Mixed Day 30. Waranwein Mixed Day 31. Dololo Mixed Day 32. Tumtish Mixed Day 33. Bodhai Mixed Day 34. Gesireb Mixed Day 35. Wardeijab Mixed Day 36. Maderto Mixed Mobile School 37. Warsame Mixed Mobile School 38. Sagar Mixed Mobile School 39. Mare Mixed Mobile School 40. Aljarire Mixed Mobile School 41. Abdigure Mixed Mobile School 42. Shabelley Mixed Mobile School