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PM World Journal Role of the Local Community in Implementation of Government Vol III, Issue V Funded Projects in Public Secondary Schools in Baringo County May 2014 by Viola Kiprotich www.pmworldjournal.net Student Paper
© 2014 Viola Kiprotich www.pmworldlibrary.net Page 1 of 38
Editor’s note: This paper was a research project report submitted to the School of Human Resource Development in partial fulfillment of the requirements for the award of a Masters of Science in Project Management degree at Jomo Kenyatta University of Agriculture and Technology.
Role of the Local Community in Implementation of
Government Funded Projects in Public Secondary Schools
in Baringo County
By Viola Kiprotich
School of Human Resource Development Jomo Kenyatta University of Agriculture and Technology
Nakuru, Kenya
ABSTRACT
Success of any project worldwide, calls for the support of the organizational management,
employees, all the stakeholders, and more so the local community. In fact, members of the
local community are key in any project, whether private or government support. One of the
main projects that the Kenyan government has evenly distributed across the country is
secondary schools. The study was therefore intended to determine the role of the local
community in the successful implementation of government funded projects in public
secondary schools. The study was conducted on the background of increased awareness on the
importance of engaging the local community in project implementation in secondary schools.
The main objective of the study was to assess the roles which the local communities play in
the process of project execution. Four major roles were holistically studied to show how these
variables effect successful project implementation in public secondary schools. Data was
collected from both primary and secondary source. The primary method of data collection
includes use of structured questions in form of questionnaire administered to respondents and
also face to face interviews. The secondary data on the other hand, was acquired from existing
data of secondary schools and the profiles of some of the projects were collected from
educational office.
Both qualitative and quantitative approach was adopted to obtain statistical data for the study.
In qualitative approach, an individual interview was conducted to uncover detailed
information. This approach is essential to the study for it gives deeper insights of the required
information. Quantitative data on the other hand involve generation of numerical data which
is transformed into useable statistics. The data acquired in this approach was used to quantify
variables and results generalized to the larger population. Survey method was adopted to
randomly select five public secondary schools in Baringo County. This was done in such a
way that five sub counties in the county are represented. 50 respondents were obtained from
the selected secondary schools. The study randomly selected few individuals representing
10% of the study population representing various departments in the schools.
Data collection was undertaken by use of questionnaire which comprised of close and open-
ended questions administered to the respondents .Raw data acquired was analyzed and
PM World Journal Role of the Local Community in Implementation of Government Vol III, Issue V Funded Projects in Public Secondary Schools in Baringo County May 2014 by Viola Kiprotich www.pmworldjournal.net Student Paper
© 2014 Viola Kiprotich www.pmworldlibrary.net Page 2 of 38
interpreted using SPSS and presented using tables, charts and graphs. The findings indicate
that the role of the local community in implementation of government funded projects in
secondary schools has been overlooked by most school’s administration. This results in
inefficiency of the implementation process. The members of the local community are not
aware and lack experience of project implementation process. The local community members
are left out when it comes to major decisions on the project execution plan and budgetary
allocation, making spectators rather than key implementers. Generally, data collected indicate
that their minimal participation of the members of the local community in the project
execution.
The study recommends that there should be proper project implementation plan right before
the start of the project. A well train project manager should be hired to manage the projects.
The members of the local community should be encouraged to take training to help them take
up roles in the project implementation. Finally, roles of each stakeholder should be clearly
defined before the onset of the project.
CHAPTER 1 - INTRODUCTION
Every country all over the world has its own unique way of enhancing its economic and social
development in its quest to acquire reliable sustainable growth. Frequently Asked Questions
(FAQ) report dated June, 2012, on world sustainable development, places education in the
forefront to enhance acquisition of quality education, values behaviors and lifestyles required
for sustainable future. Most nations have recognized education as an important strategy in
steering their economic growth. Most of African nations have also appreciated the fact that
education is the pillar of any society. In the recent past, countries like Rwanda have elevated
digitalization of Education to enhance sustainable development in the country, South Africa
recognizes education as the pillar program to enhance trade and environmental conservation,
Nigeria on the other hand, has been providing proper funding towards education to ensure that
there is production of qualified individuals fit for dynamism of the job market amongst others.
All the African initiatives are geared towards sustaining economic growth that is why these
countries have come up with a number of programs and projects to fast track the development
of Education.
In Kenya, local community involvement in the Education sector started way back during
colonial period, whereby European missionaries set up education system which made
Africans spectators rather than beneficiaries, and this totally denied the local community a
chance to take part in the vital positions in the leadership of their country. Africans were not
given any chance to manage their Education and were not allowed to learn beyond elementary
level. This made the Africans seek for higher education from Uganda, Tanzania and South
Africa, which led to the establishment of independent schools in 1940s (Sifuna, 1990).These
schools were in the hands of the local communities, who managed and facilitated these
schools. Later on, there was introduction of 8-4-4 system of education which was more
relevant to Africans needs than the former system which was biased towards the Europeans.
Subsequently, with Ominde, (1963) and Koech, (1995) commissions, Education system has
been made more relevant to people by ensuring that there is mutual social responsibility,
morality and ethical standards of education for all. Currently, Education in Kenya has made
strides forward to ensure that equal opportunity and participation in Education is availed to all
persons (Woolman, 2001).
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Education For All (EFA) country report dated 2000, advocated for introduction of free basic
education whereby its major targets and goals is to strengthen partnerships in development of
secondary schools, encouraging the establishments of day secondary school to increase access
to education at an affordable cost, strengthen special bursary scheme for the needy amongst
others. The report also advocated for the need to encourage education of a girl child, whereby
it realizes the need for government and donors to fund girl child education, encourages the
community, parents, teachers, policy makers and girls themselves to be the custodians
towards girl child education.
The government enacted the new constitution, which aimed at aligning education to the new
constitution .The constitution recognizes education as a basic human right. Under the Article
531(b) provides for free and compulsory education. It states that education is a human right to
every Kenyan child and a basic socio-economic right for every person, article 431(f)
(Government of Kenya, 2010).Through education the constitution sought to instill national
values and principles, provide skills to better lives of Kenyans, transmit culture and co-
curriculum activities, harmonization of standards of education throughout the country,
capacity building of teachers and value adding to learners (GOK, 2010).
In addition to the new constitution, Kenyan government has also placed emphasis on
Education as one of the major strategy in improving its economy after it was ranked number
109 out of 138 ( World Bank, 2012) . This was also fueled by the fact that Kenya is in the
struggle to attain vision 2030.This strategy recognizes Education and training as pillar meant
to transform Kenya into a newly industrialized middle-income country, providing quality life
to all citizens by the year 2030 (Republic of Kenya, 2007).As a result, Kenyan government
has introduced new policies in schools and abolishing others which infringes the rights of the
learners in an attempt to provide improvement in teaching and learning approaches and
providing devolved management system of schools.
The changes includes ways of administering monitoring tools on the teachers, abolition of
caning of learners, abolition of the cut mark into form one to increase the transition from
primary school to secondary school, whereby every learner is entitled to a vacancy in public
secondary schools irrespective of KCPE marks, waiving learners’ tuition fee which has
resulted into every learner getting kshs 10265 as tuition fee from the government, and
digitalizing learning in schools amongst others (GOK, 2009). These changes were meant to
bring about major internal quality increases, thus increasing value for both the school and the
community at large. The government has also introduced Economic Stimulus Projects (ESP)
in various schools to enhance expansion of the structures in different schools and also
equipping the already established laboratories and libraries.
Traditionally, the school itself has an institutional “citizen” within its local community. It
serves as public space where community members gather to make decisions for example
during board meetings and parent-teacher organizations amongst others (Koliba, 2008).
Historically, public schools have been governed via the roles and responsibilities given to
elect school boards, but currently governing and decision making is in the hands of BOM
(Board Of Management) under the requirement of Education Act, 1998 which encourages
partnership at a local level. This management team comprises of eight members appointed by
the trustees namely; two parents/legal guardians of children currently in the school, two
teachers, religious leaders, local county representative, student representatives, and the head
of school. This is to ensure that all the stakeholders are represented from top to the bottom,
PM World Journal Role of the Local Community in Implementation of Government Vol III, Issue V Funded Projects in Public Secondary Schools in Baringo County May 2014 by Viola Kiprotich www.pmworldjournal.net Student Paper
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thus encouraging devolved system of managing school. In any decision making, all these
members must be involved to ensure collective and equitable sharing amongst the entire
school community (Ojiambo, 2009).
In the implementation of the government initiated projects in public day secondary schools,
the members of the local community play a major role in ensuring their success. They ensure
provision of the necessary resources for the reforms to be successful. These include
contribution towards establishment of capital projects i.e. water supply and the infrastructure
which normally are not catered for by the government, provision of the reliable man-power
resource for example, it is in this community whereby the school source board of governors
(BOG) teachers, IT specialists, lab technicians and other non- teaching staff like watchmen,
cooks, lab assistance. The school also depends on the local community for the supply of
foodstuffs to the school.
It is worth noting that security of a place has got effects on development. When there is unrest
in the environment surrounding the school, the school will also experience the effects. The
local community also has the responsibility of ensuring that it provide secure environment for
the school to run smoothly. Schools situated in a war-torn region in Kenya which include
schools situated in Northern region amongst the pastoralists communities, Samburu and
Turkana has prevented thousands of children from enrolling in school and making them
vulnerable to acts of violence (Integrated Regional Information Network (IRIN) humanitarian
news, 2007).Recent government assessment established that 71,000 children were out of
school in Turkana, 25,000 in Samburu and3, 800 in Laikipia (IRIN, 2007). Day public
secondary schools are far much affected as compared to the boarding schools since most of
these learners have been sourced from the immediate environment and suffer multiple
setbacks, ranging from forced evictions to deaths.
Decision making in day public secondary schools should be fair and democratic as one of the
requirement of the new constitution of Kenya. The members of local community are involved
as a way of encouraging partnership and equitable decision of very important issues affecting
the school and the entire school community. The fact that the parents, religious leaders and
county representative are included in the board of management of the school shows that this is
a collective responsibility of the internal community that is the school and the external
community, which is the local community (Mueller, 1997).
The community leaders are endowed with the responsibility of ensuring that all school going
children are in school. Leaders like chief and county representative are empowered by law to
arrest any attempt by a parent to bar a child from going to school and safeguard those
subjected to child labor. The community leaders also have the responsibility to make sure that
those children from very poor families are assisted financially to enable them continue with
their studies. The leaders have the responsibility to ensure that the most needy children in the
community are given bursaries to encourage transition from primary to secondary school.
Mass drop outs in primary schools especially amongst girls has been a warring trend amongst
Arid And Semi-Arid Lands (ASALS) communities like those in Baringo, Turkana, Elgeyo
Marakwet, West pokot, Lamu amongst other regions.(Watkins,2012) pointed out that, gender
gaps in education is one of the widest in Kenya both in terms of access ,progression through
schools and test scores in ASAL counties There are twice as many boys as girls in secondary
PM World Journal Role of the Local Community in Implementation of Government Vol III, Issue V Funded Projects in Public Secondary Schools in Baringo County May 2014 by Viola Kiprotich www.pmworldjournal.net Student Paper
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schools in these regions where most of the girls are married off at an early age in the expense
of their counterparts.
The role of the local community towards management and implementation of the government
initiated projects in schools is very vital and should not be underestimated by every
management of every day secondary school. They should be actively involved in every
decision making and implementation of the same. Despite the specific roles the local
community is supposed to play in the management of government initiated projects, their
roles have not been clearly defined.
1.2 Statement of the Problem
With the introduction of county governments, all the functions of the central government have
been devolved to the counties. Education functions have also been devolved in such a way
that the local community is involved both as recipient and as a resource provider. This has not
taken place successfully in Baringo County due to a number of reasons. According to Dosiana
Ahindukha (2012), the County director of Baringo county, education and implementation of
projects in most schools in the county has been challenged by many factors, such as; low
literacy level amongst the community members, security threats, ignorance of the local
members which makes them resist to new initiatives in their schools, hostility of the local
people, instability due to pastoralism in some parts of the county and poverty amongst others.
Even with a large number of public secondary schools in Baringo County, less effort have
been done in understanding roles of the stakeholders and their involvement in the
management of these schools. Local community is very important stakeholder which has been
overlooked by the management of most public secondary schools in the county. According to
an educational annual report (2012), the local community has not been involved in decision
making and implementation of the projects in the public secondary schools though they
determine greatly in the success of such projects, and that is why most of the government
initiated projects have not been fully implemented. The study therefore determined the level
of involvement of local community in the implementation of government projects in public
secondary schools in Baringo County
1.3 Objectives of the study
Objectives are vital for every study. These objectives were used as a platform on which the
variables of the study were deduced and also in determining of the scope of the study.
General objective
To determine the role which the members of the local community have in the implementation
of government funded projects in public day secondary schools in Baringo County.
Specific objectives
i. To determine the level of involvement of the local community in successful
implementation of government funded projects in public secondary schools in Baringo
County.
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ii. To determine the effectiveness of local leadership towards implementation of
government initiated projects in public day secondary schools in Baringo County.
iii. To assess the level at which local community provides necessary labor force in the
process of implementing projects in public secondary schools in Baringo County.
iv. To assess the role of the local community in resource mobilization for the
implementation of government funded projects in public secondary schools.
1.4 Research questions
i. What is the level of involvement of the local community in implementation of
government initiated projects in public day secondary schools in Baringo County?
ii. In what ways does the style of leadership in the community influence successful implementation of government initiated projects in Baringo County?
iii. In what ways has the local community participated in the provision of labor force in
implementation of government initiated projects in public secondary schools in Baringo County?
iv. How does the local community mobilize resources towards implementation of
government initiated projects in secondary schools in Baringo County?
1.5 Justification of the study
Research was done in three months between the month of February and April where prepared
schedule was used to assist in adhering to the deadlines of each task. A budget of Kshs70,
000 was used in the entire project, with each task allocated amount of money with the help of
research budget. Initial investigation indicates that, there exist sufficient secondary data
related to this study. The findings of the study will benefit the management of public
secondary schools in enhancing successful project implementation, and in enhancing
school’s development and growth. It will also help in identification of key personalities who
are important and those who affect success of key projects in public secondary schools. It
will also benefit the learners since these projects are geared towards their welfare in the
school. And finally, the findings will also help future researchers as a source of reference
material.
1.6 Scope of the study
The study was undertaken in Baringo County where five public secondary schools were
selected for the study. This was evenly chosen to ensure that all the five sub-counties are
represented. From here then a sample was selected from each school to make a total of 50
respondents from all the selected five secondary schools. The study also probed the education
office of the county for the records of projects of different secondary schools, human resource
department, and heads of parents’ representative in selected schools, local leaders and
religious leaders of the recipient communities.
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1.7 Limitations and delimitations
The limitations which were faced during the study include; unwillingness of some
respondents to provide information for the study, hostility of the weather especially in the in
dry areas, unavailability of proper transportation to different schools in the county and
language barrier .To overcome these barriers the researcher ensured that excursion was done
before going to the field to collect data to acquire rapport with the respondents. The researcher
also organized for private transportation to avoid delay, and a translator was hired to assist
during interviews.
CHAPTER 2 - LITERATURE REVIEW
2.1 Introduction
The chapter gives a review on the literature which has been done related to the role of local
community involvement in implementation of government funded projects in public
secondary schools .Community involvement is not an aspect of Kenyan schools alone, but
also a global aspect whereby the local community is involved in implementation of schools’
projects and also in other organizations as well. Indian government realizes the essence of
actively involving the community in the aspects of schools management and the projects
undertaken. Across our boarders is Ugandan government which also involved the community
in implementation of schools projects among others. This chapter also focuses on theoretical
application on this study and the conceptual frame which gives variables in detail and how the
independent variables relate to dependent variable.
2.2 Theoretical review
Every successful organization at one time or another must undertake various projects. Each
and every stakeholder counts when it comes to the implementation of these projects. Local
community forms an integral part of these stakeholders in the implementation of projects
especially those initiated by the government. Stakeholder theory gives an explanation of the
major stakeholders which must be involved in the implementation of projects in an
organization.
2.2.1 Stakeholder theory
The theory addresses the morals and values of an organization. It is credited to (Freeman,
1994) who in his book strategic management, examines the stakeholders of an organization
that they should be considered in terms of their interests. This Theory argues that, every
legitimate person or group participating in the activities of an organization do so to obtain
benefits and that the priority of an organization is in the interests of all legitimate stakeholders
and it is not self-evident. It further postulate that, there are other parties involved such as,
employees,clients,suppliers,financiers,communities,non-governmental organizations, political
groups, trade associations and unions whose status is derived from their capacity to affect the
organization and its stakeholders .This theory integrates both a resource-based view and a
market based view and adding a socio-political level. This view of the firm is used to define
the specific stakeholders and the conditions under which they are treated as stakeholders.
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Donaldson and Preston (1995) on the other hand gives four views related to stakeholder
theory namely; stakeholder theory is descriptive in that it gives a model of corporation, it is
instrumental in offering framework for investigating the links between conventional
organizational performance and the practice of the stakeholder management, it is also
fundamentally normative since stakeholders are identified by their interests which they are
considered as intrinsically valuable and stakeholder theory is managerial, in that it
recommends attitudes, structures and practices which requires that simultaneous attention be
given to the interests of all legitimate stakeholders. Stakeholders of an organization, comprise
of internal and external stakeholders whose efforts are geared towards successful
implementation of projects.
Internal stakeholders External stakeholders
Fig 2.2 External and internal stakeholders
The central focus towards successful execution of projects of organizational function is
establishment and development of relationship between the stakeholders and the organization.
(Morgan et al, 1994), states that an organization’s ability to develop and maintain strong
relationship with their salient stakeholders improves the chance that organizations will
maintain that relationship. Every organization has got internal and external stakeholders
whose efforts are geared towards attaining organizations goal.(Mitchelle et al,1997) notes that
internal stakeholders are those who involve directly on the transactions of an organization
,while external stakeholders are those who have significant influence on the organization but
they don’t engage directly in organization’s transaction.
The stakeholders have diverse degree of influence and power over organization’s projects.
Adopting (Friedman et al,) model, organizational stakeholders can fall under different
categories depending on the level of influence and interest. The first categories are those who
have high interest and high influence, and are fully engaged in the project and are core to the
organization’s activities. These stakeholders are affected by the outcomes of the project. They
include, include project manager, employees, owners, sponsors, clients, among others. They
get involved in the core issues of the project.
Suppliers
Owners Creditors
Gov’t Society
Clients
Manager
Employe
essss
S/holders
Organizat
ion
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The second category consists of highly interested people but less power. This group of people
have to be kept well informed in the process of project implementation for the can be helpful
to the organization. These groups include the suppliers, creditors, and business persons. They
can affect the project outcomes though they do not take part in the major transactions. The
suppliers for instance, may deter the implementation process if they stop supplying the
required materials.
There are also those people who have high power but have less interested in what is going on
in the organization. The government is one of the best examples of this group. The
government has power over the transactions but it is not part of the beneficiary of the outcome
though it can affect the outcomes through taxation, collection of revenue, determination of
commodities prices among others. Apart from the government, the other groups falling in this
category are the society and the media. These people should be carefully handled for they can
affect the organization negatively.
2.2.3 Involvement of the local community in implementing projects
Local community involvement in schools, is the level at which the community undertakes its
roles in school. Inter-Agency Network for Education in emergency (INEE, 2004),defines
community participation as including both the processes and activities that allow local
community members be heard, empowered to be part of decision making process and enable
them to take direction on educational issues. World Health Organization(WHO), on the other
hand characterize local community as a group of individuals who participate in management
of school in three levels, namely; marginal participation, that is their participation is limited
and has little influence on the outcome of development activities, substantive in the sense that
they are actively involved in determining priorities and carrying out activities of the
organization, and structural whereby they are involved as integral part of the project and their
participation determines the success of the projects .(Shaeffer,1994) on the other hand gives
levels of participation of local community as follows; involvement through use of service,
contribution of money and materials, attendance of school’s meeting, consultation, delivery of
service, as implementers of delegations and through decision making.
Participation of the community in the schools development projects has been manifested as
their democratic right. The community has got legal right to contribute in implementing
initiatives, provision of resources, leadership and strengthening relationship between the
school and the outside community (Shaeffer, 1994).Community Engagement in Education
program (CEEP, 2006), recommends that there should be increased democracy of local
community and cohesiveness in the management of schools. When the members of the local
community are actively engaged in project implementation, it will enhance accountability of
school towards the community on the usage of resources (Shields, 1994).
Often, when government initiated projects are implemented in secondary schools, a certain
specific stakeholders are brought on board to play specific roles. The local community as one
of the stakeholder plays important role towards the success of these projects. The (constitution
of Kenya, 2010 article 10(2)) provides that the public must participate at all levels as an object
of devolution and there is need for the schools to ensure that there is a balanced participation
amongst the external and internal shareholders. Ministry of Education, Culture, Sports,
Science and Technology (MEXT) chapter 3,postulate that implementation of project in
schools, requires diverse parties including national and local government, schools, guardians
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of learners, citizens of local communities, companies, social and educational organizations,
private enterprise, media among others.
On the other hand, (EFA,2000) which was the Kenyan government initiative after Jomtien
conference of 1990,pointed out that there is need for strengthening partnership among the
stakeholders in secondary schools. Thereafter, Kenyan government has made strides forward
in ensuring that local community as one of the stakeholders has been involved in attaining the
goals of EFA in development of viable and sustainable plans and efficient implementation of
programs. Though many governments all over the world provides for the right for
participation of local community in overseeing the schools development projects, most
school’s management has not taken consideration on this matter since the community is only
recognized by name and not by participation in the implementation of projects in schools.
(Banerjee et al, 2009) observed that, government programs have long incorporated
mechanisms for local oversight, but there is little evidence on the effectiveness of these
programs.
Though local community participation is essential in project implementation in secondary
schools, their roles are marginalized in the sense that they are used when they cannot be
avoided. (INEE, 2006), states that members of the local community are manipulated and are
not aware of issues they are involved in, they are not given feedback, are not involved in
problem analysis. Secondly, community is used as needed and their participation is incidental.
They are also seen as tokenist, and are symbolic whereby their work is just to “rubber stamp”
decisions.
When the local community is involved actively in the project implementation, they feel that
they are integral part of the school community. It makes them have a stake in the school’s
project as beneficiaries. As a result, it builds a sense of ownership which will in turn motivate
them to go extra miles to ensure that they succeed.(Ojiambo,2009) observes that involving
local community in implementation of projects ties the school with the community, which in
turn break down barriers in the community and also built trust.
Along with advantages, local community participation brings disadvantages. (Community tool
box, 2010), gives some of the disadvantages which comes along with community involvement
in project implementation. They include the following; it takes longer to reach amicable
solution and in making decision due to diversity, disagreement may emanate causing a serious
flaws, training may be required for them to understand their roles in the school and one
person’s ideas or believes may slow down or bar project implementation. Thus it calls for
better management of their involvement in implementation process.
While local community roles makes up successful project implementation, less has been done
to assess the capability of these members. Most members of the local community that takes
key positions in implementation team, happen to be inexperienced depriving them their
rightful role in contributing in decision making process thus making them exist as “rubber
stampers”. Most studies have not taken much consideration on the political influence of the
local community on the implementation of projects in secondary school. The diversity in
political interests of these members may lead to disagreements causing serious flaws during
implementation process.
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2.2.4 Local community’s leadership in project implementation
Leadership is methods used to guide an organization and give direction. (Drucker, 1995),
describe leadership as situation whereby one has followers. The viability of Duckers’
definition of leadership has been criticized, in that, not all people who have followers can be
leaders.(Forbes,2013) on the other hand states that leadership has nothing to do with seniority
or one’s position in the hierarchy of an organization.
Every successful organization revolves around good leadership. Ongoing developments in
societies and their provision in education are reflected in the roles, recruitment and
development of school leaders. As a result of these developments, the role of school leaders is
changing. Community plays a major role in success of these projects in the schools since their
leadership fosters a sense of ownership and purpose (Mulford, 2003). There is an
understanding that leadership is based on diverse contexts and it is not within the school
community but also outside the school.
Quite often, the issue of leadership has been largely attributed to the schools heads and they
are always at the receiving end, without consideration that it is a collective responsibility of
all the stakeholders to enhance success of the school and its projects. (Task Force (TF) report,
2000) provides that there is need to involve a diversified participation in project
implementation to enhance successful projects in a school. Schools’ leadership is complicated
and there is no approach which gives a complete provision. The TF further shows that the
leadership roles of each school stakeholder must be clearly stated, lest the schools’ projects
will drift without any clear vision of leadership.
The school administration has the responsibility of cultivating relationship with the immediate
community to enhance participatory leadership in school’s development United Nation
Children’s Fund (UNICEF, 2004).This is because implementation of the school projects and
their follow up requires leadership capability of many rather than single person. Local
community as the leader has to be made aware that it has the right to lead and provide support
towards successful implementation of projects in the school. (Mulford, 2003), states that,
school leadership is in the authority to lead whereby every stakeholder is assisted to know his
or her roles. This is because implementation of the school projects and their follow up
requires leadership capability of many rather than few.
Community’s role is not restricted to project implementation alone, but also vital in the
general school development and performance of learners.(Fullan, 2002) observed that
schools’ improvement in the past 20 years, has put a great emphasis on the role of the leaders
and that effective school leaders are key to large-scale sustainable education reform. Most
African countries do not fully involve local community in decision making in the school’s
programs.(World Bank ,2007),observed that there is poor participation of the local community
in the implementation school’s projects.
Evidence gathered for this study, stresses the fact that the school leaders require training to
prepare them for the tasks before them. Most a times these leaders do not know what to do
since they lack knowledge on their roles in the school. There is need for these leaders to be
trained on how to perform their duties, for them to be held accountable for their deeds.
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(Leithwood et al, 2002) observed that schools leaders are seen to be taking on many roles and
therefore there is need for the local community to be held accountable to their commitments,
otherwise their leadership will drift to their personal interests.
Decentralization of decision making in schools projects is an important approach in managing
school’s projects. This gives the members of the community a voice. (Harry et al, 2009) notes
that the local stakeholders know more about local education systems than the central
policymakers. Hence involving them in decision making of the school’s initiatives, will lead
to improvement in educational outcomes and increase client satisfaction amongst learners,
parents and the school community at large ( Vuchic, 2008) state that involving local
community gives them more freedom to govern their schools around local needs and issues.
There are increased benefits in involving locals in the leadership of the schools project.
Firstly, it leads to increased satisfaction amongst these members, which in turn elevate their
efficiency in project implementation, secondly, it encourages democracy and development of
responsiveness of the locals, elevates educational performance because of greater relationship
between school’s autonomy and the student performance among others.(Pushpanadham,
2006) observes that involvement of the local community in the project implementation in
school, boost positive human relations, makes them develop a sense of ownership and foster
high reputation in the society.(Sang et al, 2005), on the other hand states that involvement of
the local community in project implementation in schools comes along with demerits such as:
nepotism favoritism, and bribery, conflicts with school’s heads and different priorities.
2.2.5 Labor force in project implementation
Labor force is a group consisting of all people who are able to work in a country or area.
(FAQ, 2011) views labor force as all persons in the civilian population classified as either
employed or unemployed. Labor force in project implementation is those people who are
involved in project execution. They comprise of both skilled and unskilled labor people whose
efforts sum up to successful implementation of a project.
Each organization requires manpower in any activity undertaken. Secondary schools as one of
the organization most often require human power during implementation of projects. The
school will not exist in isolation for it will require the intervention of the locals especially
when it comes to labor required during project execution. (Lemerick, 2004) states that, the
relationship between school and its community is equated to relationship between education
and society and that the community has got powerful influence in shaping its development.
Many governments have recognized the need for actively involving the members of the local
community in the execution of projects in public secondary schools. (EFA, 2000) states that
the community involvement in the execution of projects in public schools, by providing labor
force is significant especially in public schools. This participation in schools sums up to the
goals of EFA, which was the Kenyan initiative in ensuring that all persons eligible for school
be able to access education by the year 2015.
When the locals are given opportunity to participate, whether in sourcing labor force or
undertaking the roles themselves, it creates a sense of ownership and makes them feel
appreciated. Recent research has shown that, when the local community is involved in
school’s projects, it creates a sense of ownership and therefore they will participate actively in
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successful implementation of these projects. (Olweya, 1999) on the other hand observed that,
parents association should be endowed with the responsibility of sourcing manpower to take
part in the implementing projects in the public secondary schools.
Effectiveness of the local community members depends on the support from the organization.
They include material (financial and non-financial) and moral support. (Epstein et al, 1995)
noted that the community members have to be supported in order for them to provide
experiences and skills for project execution.(Njunwa, 2010) on the other hand stated that the
members of the local community will provide labor depending on the nature of activity
conducted or their socio-economic situation (Njunwa ,2010). Thus the manager of a project
has to consider the nature of the community before recruiting them in provision of labor for
project implementation, to enable him or her know how to help them in performance of their
roles.
2.2.6 Resource mobilization by the local community
Resources include all physical or non-physical things which are used to support
implementation of a project. They include money, material support, equipments, human
resource, and infrastructure among others which can be internal or external (UNESCO, 2004).
Resource mobilization on the other hand, entails identification and prioritization of the
available resources and their usage in the best way possible. Resources are scarce and people
involved in using them have to use them effectively. (Uemura, 1999) noted that policy
makers, and educators involved in education sector are looking for ways to utilize limited
resources efficiently and effectively.
With an increase in demand for education, most governments have become incompetent in
provision of resources and capacities. The focus has shifted to finding ways of utilizing
resources. One way of doing this is involving parents, families and communities in resource
mobilization (Uemura, 1999).when it comes to development projects which benefits the entire
community, the members of the local community are supportive and they will always do their
best to enhance successful execution of such projects. (Wiliams et al, 1994) in his model of
collaboration noted that when the community is supportive, they reinforce government
initiatives in schools in ways the government cannot.
Resource mobilization in school’s projects requires partnership amongst stakeholders. Local
community is part of the school’s stakeholders who have to be actively involved in identifying
and effective use of these resources for success of the projects. The local community is
expected to participate in management of the resources during implementation of government
initiated projects in secondary schools.(Njunwa,2010) observed that community participate in
mobilizing whether monetary, physical or human resource which makes them participate in
development of the schools hence create a sense of ownership. Involvement of community in
resource mobilization enables them control their lives and stand up for their rights (Voth et al,
2000).
In fact, the community has the constitutional rights to be involved in any development project
in secondary school and take part in decision making. The community also plays an important
role in outsourcing for the school projects and hence forms a bridge between the school and
the outside.(Worth magazine,2002) states that on local level, communities in school serves as
a bridge between schools and businesses ,faith group and other non-profit organizations,
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identify and mobilize local resources to provide a variety of services. As a result of their
participation in the development of projects, they also develop themselves.
When the community is involved in mobilization of resources in the school, it makes them
accountable for whatever action they do. This has increased efficiency in the implementation
of schools projects and also empowers them to be part of decision making process.
Community Engagement in Education Programs (CEEP, 2008) observed that community
participation in school projects has shown increased accountability for both learning outcomes
and school resources. When the members of the local community are involved in
implementation process, it minimizes conflicts between schools and communities on the use
of resources (Valismo et al, 1994).
Though participation of the local community is their constitutional right, it is a new concept
and many communities are not aware. (Epstein, 1995) states that the community are not aware
of their rights in their involvement in resource mobilization. He observed that they should be
made aware and trained to make them take up their roles in the right way. Studies which have
been done related to this research, has overlooked the competency and the experience of the
local community in provision and mobilization of resources in schools.
2.2.2Conceptual framework
The study is conceptualized on the roles in which local community play in implementation of
government initiated projects in public secondary schools. The framework is composed of
independent variables which are involvement, participation and leadership which depended on
by implementation of projects.
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Independent variables Intervening Dependent
variable variable variable
Fig 2.2: Conceptual framework
2.4 Summary of Literature Review
Much has been done concerning the projects in schools and the roles schools stakeholders and
their influence on schools development. Literature reviewed, provides a wider scope on the
role of these stakeholders in the implementation of schools projects. The literature shows that,
local community forms a legitimate part of the steering team in implementation of such
projects. The internet was widely used in the review of the literature to provide a broader
scope of the information. Other sources include journals, official documents, newspaper, and
books among others. It is evident that roles of local community in implementation of projects
in secondary schools have been done in isolation. Less has been done on those projects
initiated by the government.
Involvement
Project
implementation
Leadership
Labor force
Resource
mobilization
TSC Act
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The combination of the four variables in this study, pertaining to community roles in
implementation of government initiated projects, has not been provided. The four variables in
this study have been discussed in detail in relation to the available information to shed more
light on the topic of discussion.
2.5 Research gaps
Research by (Sang, 2005), examined the impact of local community involvement in the
decentralization of school’s management. He states that local community has influence on the
school’s development projects. (Vuchic, 2008) on the other hand examined the democracy in
management of schools where the locals are given freedom to manage their schools. They
identified a strong correlation between the management of school’s projects and the local
community. However, the studies did not focus on the combination of four variables, that is;
mobilization of resources, leadership, labor force and involvement and how they influence the
implementation of government initiated projects in public secondary schools. It is evident that
these variables have been studied in isolation. There is little literature on the reliability and
competencies of local community in the implementation of these projects.
CHAPTER 3 - RESEARCH METHODOLOGY 3.1 Introduction
The chapter focuses on research design, population and target population, the sampling frame,
sample and sampling techniques, instruments used to collect data and procedures, pretesting
of the instruments used and data processing and analysis
3.1 Research design
It is steps or strategies adopted in acquiring the desired data. It is a detailed blueprint used to
guide a research study towards its objectives (Sunanda, 2010).The study used both qualitative
and quantitative approach to acquire data to be applied to the entire population. It was
descriptive in nature whereby information was based on the current existing condition. Survey
method was adopted in investigating the role of local community in implementing
government initiated projects in public secondary schools in Baringo County. Survey research
gave the researcher sufficient data which was used to give information of what is happening
on the ground. (Orodho, 2004) pointed out that survey research allows researcher present and
interpret collected data on a certain phenomenon for the purpose of clarification. Data was
then analyzed using statistical package for social science (SPSS), and presented using tables,
graphs and charts.
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3.2 Target Population
The population of the study comprised of public day secondary schools in Baringo County.
But because of practicalities, entire population could not be studied. (Kazerooni, 2001)
observed that, target population is population of ultimate researcher’s interest. As a result,
the study targeted individuals in selected five secondary schools in the county. These
personalities included some parents, B.O.G representative, P.T.A members and non-
teaching staff.
3.3 Sampling frame
Sampling frame defines a set of elements from which a researcher can select a sample of the
target population. It involved the listing of members of the accessible population from which
the study sample is drawn. It is not a list per se but is rather a procedure that you follow as
the actual basis for sampling (William, 2006). The study used already existing departments
to select individuals to be included in the sample in the selected five schools in the County.
Table 3.1 Sampling frame
Institution’s
Departments
Number of
Operators
Sample % of sample
Non-teaching staff 120 12 10%
BOG representatives 100 10
Members of the local
community
280 28 10%
Total 500 50 10%
3.4 Sample of the study
It could be ideal scenario to test all the individuals in the population to obtain reliable, valid
and accurate results, but time and financial constraints becomes a limiting factor (Castillo,
2009).the study randomly selected 10% of some P.T.A representatives, parents, B.O.G
representatives and non-teaching staff. This summed up to a total of 50 respondents.
3.5 Research instruments
A well-structured questionnaire was used effectively to gather information on both overall
performance of the test system as well as information on specific components of the system.
Questionnaire was carefully prepared and specially numbered and the questions arranged in
proper order in accordance with relevance. (Radhakrisha et al, 2003) in review of 748 studies
found that 64% used questionnaire; third of the studies reviewed did not report procedures for
establishing validity (31%) or reliability (33%).Development of a valid and reliable
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questionnaire is a must to reduce measurements error (Groves, 1987) .Questionnaire was
pretested and adjustments made before they were administered to the respondents.
3.6 Piloting
A pretesting of questionnaire was conducted with 25 questionnaires which were distributed to
subjects who were not included in the sample, and all of them were collected back as
completed questionnaire before collection of data. It was used to test the reliability and
validity of the questionnaire.
3.6.1 Reliability of research instrument
Reliability refers to random error in measurement. It indicates the accuracy of precision of
measuring instrument (Norland, 1990).Pilot test seeks to ascertain the consistency of
questionnaire to measure what it is intended to. Test and retest reliability measure was used to
assess reliability of content questions. Reliability was established using a pilot test by
collecting data from 25 subjects who were not included in the sample. Data collected from
pilot test was analyzed using SPSS .Then adjustments were made accordingly).
3.7 Data collection procedure
Data was collected through both primary and secondary source. Primary data collection was
done by administering set of questions in form of questionnaire to the respondents and
collected after four days. This method of data collection was used since it provided data which
was less subjected to bias and also gave the respondents enough time to focus on the questions
in the questionnaire and give relevant response. Secondary data collection was done by
collecting information from project profile of different schools from educational office
3.8 Data processing and analysis
Generally data analysis starts with data processing. Collected data was processed before they
were subjected to analyzation and interpretation. The data was quantitatively analyzed using
statistical package for social science (SPSS).Data was analyzed in numerical value that is, it
was converted into numerical codes representing various variables. This mode of analysis
enabled the researcher analyze data exhaustively. Already analyzed data was presented using
tables, charts and graphs.
3.9 Logistical, legal and ethical considerations
The researcher acquired a permit for conducting research activities. The researcher conducted
an excursion to the place where data was collected from, to establish a rapport with the
respondents and also to pilot-test the questionnaire. In addition to acquisition of permit the
researcher also adhered to ethics which enhanced trust, accountability, and mutual respect and
fairness. It also helped in prohibition of fabrications, falsifying or misrepresentation of
research data. In connection to ethical issue, the researcher safeguarded the respondent’s
privacy and respect.
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CHAPTER 4 - RESEARCH FINDINGS AND DISCUSSION 4.0 Introduction
This chapter presents the findings of the data collected and also discusses the findings putting
them into context for ease of understanding. The methods used in collection of primary data
include face to face interviews, group discussion, administering questionnaires to respondents
and telephone interview. Secondary data was collected through; review of the project profile
of the projects executed in various secondary schools in the past five years. The data obtained
was then analyzed using SPSS. The results for each variable are given separately and the same
for the discussions. This is to make sure that each variable is given the attention it requires so that
proper recommendations can be made from the discussions. Finally the discussions in this chapter
are useful for the purpose of summary and conclusion in the next chapter.
Background Information
Table 4.1.1: Gender of the respondents
Frequency Percent Valid Percent Cumulative
Percent
Valid
Male 26 52.0 53.1 53.1
Female 23 46.0 46.9 100.0
Total 49 98.0 100.0
Missing System 1 2.0
Total 50 100.0
It is evident that there are more male than female respondents as shown by the percentages
52% and 46% respectively. This shows that, in spite of a strong initiative by various
stakeholders in encouraging equality, there are still less women in these institutions as
compared to male counterparts. This may also be contributed by the fact that, most of these
schools are situated in the hardship zones of Baringo County and therefore women shy away
from these areas.
Table 4.1.2: Age Group (years)
Frequency Percent Valid Percent Cumulative
Percent
Valid
21-30 11 22.0 22.4 22.4
31-40 18 36.0 36.7 59.2
41-50 18 36.0 36.7 95.9
>50 2 4.0 4.1 100.0
Total 49 98.0 100.0
Missing System 1 2.0
Total 50 100.0
The frequencies on age group indicate that those individuals between the ages 31-50 years are
more as compared to those below 30 years. This reflects the kind of individuals targeted by
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this research study. Most of the respondents were the subordinate staffs that have stayed in the
schools for more than ten years and also the parents who most of them fall under this
category. This was helpful also to the study since it aimed at finding out the projects initiated
in the schools in the past 3 to 10years.
Table 4.1.3: Education level
Frequency Percent Valid Percent Cumulative
Percent
Valid
Secondary 11 22.0 22.4 22.4
College
Certificate 27 54.0 55.1 77.6
Degree 10 20.0 20.4 98.0
Masters 1 2.0 2.0 100.0
Total 49 98.0 100.0
Missing System 1 2.0
Total 50 100.0
54% of the respondents have college certificate with the frequency of 27 respondents. This is
a clear indication that most parents and the sub-ordinate staff have managed college
certificate. Those who went up to form four follows with 22%.they include the security, farm
managers and the cooks.
Table 4.1.4: Working Years
Frequency Percent Valid Percent Cumulative
Percent
Valid
<1 4 8.0 8.7 8.7
2-4 22 44.0 47.8 56.5
5-10 20 40.0 43.5 100.0
Total 46 92.0 100.0
Missing System 4 8.0
Total 50 100.0
Those individuals who have worked in these schools for 2-10 years are most. Most of those
between 2-4 years are parents and the B.O.G representatives in these schools. The respondents
who fall under the working years 5-10 years are the workers. Most of the projects undertaken,
took not less than 3years and others are ongoing. This was important for the study, since the
researchers acquired the most correct information on the completion and progress of these
projects.
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Table 4.1.5: Position
Frequency Percent Valid
Percent
Cumulative
Percent
Valid
Parent 19 38.0 38.8 38.8
Administratio
n 4 8.0 8.2 46.9
Catering 8 16.0 16.3 63.3
Academics 4 8.0 8.2 71.4
B.O.G 4 8.0 8.2 79.6
Security 1 2.0 2.0 81.6
Farm 2 4.0 4.1 85.7
P.T.A 3 6.0 6.1 91.8
Finance 4 8.0 8.2 100.0
Total 49 98.0 100.0
Missing System 1 2.0
Total 50 100.0
Most respondents were the parents. Parents were mostly interviewed since this is the people
who have first hand information and are affected directly by the outcome of a project.
Table4.1.6: Ongoing Project(s) per Sampled Schools
Ongoing Project(s) Total
Yes No
School
Kabarnet Sec School 3 6 9
Marigat 3 5 8
Vishawishal Sec
School 8 1 9
Baringo Sec School 9 0 9
Kimngorom Sec
School 8 2 10
Total 31 14 45
Table 4.1.7: overall Ongoing Projects
Project Percentage
Response
Water 1.8
Greenhouse farming 9.1
Expansion 52.7
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Compound Fencing 1.8
Latrines 1.8
Science laboratory 7.3
Library 1.8
Dormitory 3.6
Centre of excellence 9.1
Classrooms 10.9
The percentages shows that most respondents indicated that there are ongoing projects in the
schools than those complete. In the sampled schools, the only school which has no ongoing
projects is Baringo secondary school. On the other hand, those which are ongoing are more
which is a clear indication of most projects initiated/ funded by the government that faces
challenge of long procedures and misappropriation of funds.
4.2 Research findings
4.2.1 Involvement of local community in project implementation
Table 4.2.1: Sponsors
Frequency Percent Valid Percent Cumulative
Percent
Valid G.o.K 42 84.0 100.0 100.0
Missing System 8 16.0
Total 50 100.0
Most of the projects in sampled schools were funded by the government as shown by 84% of
the respondents. This may have been contributed by the initiative by the government to
improve the country’s economy by reducing literacy levels of Kenyans and improving
transition rate from primary to secondary school. Education was also identified as one of the
pillar in attaining the objectives of vision 2030.
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Table 4.2.2: Community Involved
Frequency Percent Valid Percent Cumulative
Percent
Valid
Yes 38 76.5 86.7 86.7
No 6 11.8 13.3 100.0
Total 44 88.2 100.0
Missing System 6 11.8
Total 50 100.0
38 respondents represented by 76.5% indicated that the members of the local community were
involved in the project execution process.11.8% of the respondents on the other showed that
they were not involved. It implies that to some extent the local community members were
involved in the implementation of projects in secondary schools.
Table 4.2.3: Ongoing Project(s)
Frequency Percent Valid Percent Cumulative
Percent
Valid
Yes 31 60.8 68.9 68.9
No 13 27.5 31.1 100.0
Total 44 88.2 100.0
Missing System 6 11.8
Total 51 100.0
Most respondents showed that there are projects which are ongoing in the schools as per the
frequency of 31 respondents .A few indicated that there are no projects going on as shown by
the frequency of 13 respondents. However, there are those who did not indicate whether there
are ongoing projects or not, 11.76%.this implies that there are those which have been
completed and those ongoing.
Table 4.2.4: Participation by Community
Frequency Percent Valid Percent Cumulative
Percent
Valid
Physical Work 27 69.2 73.0 73.0
Decision
Making 10 25.6 27.0 100.0
Total 37 94.9 100.0
Missing System 2 5.1
Total 39 100.0
The participation of the locals in the schools in decision making is minimal as per the
findings.25.6% of the response indicate that local community members are involved in
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decision making. This may be the involvement in “rubber stamping” of tendering procedures,
budgetary allocation, resolutions among others. On the other hand, most respondents indicate
that the members of the local community are involved in physical work as represented by
69.2% of the response.
Active in Project Planning
Frequency Percent Valid Percent Cumulative
Percent
Valid
Yes 7 13.7 14.6 14.6
No 41 80.4 85.4 100.0
Total 48 94.1 100.0
Missing System 3 5.9
Total 51 100.0
Respondents were asked if the level of community engagement was high. Only 13.7% of the
respondents agreed to the question but the rest were either neutral or disagreed with the
question. The local community members are not actively involved in planning of the projects
in these schools as shown by 80.4% of the respondents.
4.2.2: LEADERSHIP
Table 4.2.5: Roles of B.O.G
Frequency Percent Valid Percent Cumulative
Percent
Valid
Strongly Disagree 1 2.0 2.0 2.0
Slightly Disagree 20 40.0 40.8 42.9
Neutral 13 26.0 26.5 69.4
Strongly Agree 11 22.0 22.4 91.8
Slightly Agree 4 8.0 8.2 100.0
Total 49 98.0 100.0
Missing System 1 2.0
Total 50 100.0
Respondents were asked whether B.O.G members are competent in provision of leadership
roles in project implementation.40% responses indicate that these group of people are not
competent and not in a position to define their roles.
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Table4.2.6: Average on Leadership
Frequency Percent Valid Percent Cumulative Percent
Valid
Slightly
Efficient 10 20.0 20.4 20.4
Neutral 35 70.0 71.4 91.8
Inefficient 4 8.0 8.2 100.0
Total 49 98.0 100.0
Missing System 1 2.0
Total 50 100.0
The provision of leadership in the project execution by the local community members is
minimal. The response shows that these people are less involved in the process.70% of the
respondents indicate that they do not know exactly what is going on and even if they know
what is going on ,they don’t know whether locals are involved in provision of leadership. As a
result, the leadership provision is less efficient as shown by 20% of the response.8% of the
response indicate that the leadership provision is inefficient. It implies that if the locals were
actively involved in leadership, there could be effective and efficient project implementation.
4.2.3: RESOURCE MOBILIZATION
Table 4.2.7: Monetary and Non-monetary Contribution
Frequency Percent Valid Percent Cumulative
Percent
Valid
Strongly Disagree 1 2.0 2.0 2.0
Slightly Disagree 7 14.0 14.3 16.3
Neutral 4 8.0 8.2 24.5
Strongly Agree 12 24.0 24.5 49.0
Slightly Agree 25 50.0 51.0 100.0
Total 49 98.0 100.0
Missing System 1 2.0
Total 50 100.0
The above figure is a representation of response on contribution of the members of the local
community in provision of monitory and non-monitory resources. It is clear that their
contribution is minimal since most respondents slightly agree with it.
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Table4.2.8: Sourcing and Utilization of Resources
Frequency Percent Valid Percent Cumulative
Percent
Valid
Strongly Disagree 2 4.0 4.5 4.5
Slightly Disagree 24 48.0 54.5 59.1
Neutral 12 24.0 27.3 86.4
Strongly Agree 6 12.0 13.6 100.0
Total 44 88.0 100.0
Missing System 6 12.0
Total 50 100.0
The members of the local community are not actively involved in sourcing and utilization of
resources.48% of the responses pointed out that there is less involvement of the members of
the local community in mobilizing of the resources. However, there still those people who not
sure of what is going on in the institution as represented by 12% of the responses.
Resource mobilization
Table 4.2.9: Average on Resource Mobilization
Frequency Percent Valid Percent Cumulative
Percent
Valid
Very Efficient 1 2.0 2.0 2.0
Slightly
Efficient 5 10.0 10.2 12.2
Neutral 32 64.0 65.3 77.6
Inefficient 10 20.0 20.4 98.0
Very Inefficient 1 2.0 2.0 100.0
Total 49 98.0 100.0
Missing System 1 2.0
Total 50 100.0
Respondents were asked whether B.O.G members are competent in provision of leadership
roles in project implementation.70% responses indicate that these group of people are not
competent and not in a position to define their roles.
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4.2.4 LABOR FORCE
4.2.2.1:Labor Outsourcing
Frequency Percent Valid Percent Cumulative
Percent
Valid
Strongly Disagree 4 8.0 8.5 8.5
Slightly Disagree 34 68.0 72.3 80.9
Neutral 2 4.0 4.3 85.1
Strongly Agree 7 14.0 14.9 100.0
Total 47 94.0 100.0
Missing System 3 6.0
Total 50 100.0
Findings on the role of the local community in outsourcing labor force indicate that 68%
disagree with the fact that the local community is involved in outsourcing labor. The school
management uses nepotism in hiring laborers for project execution.
Table 4.2.2.2: Unskilled and Skilled Labour Provision
Frequency Percent Valid Percent Cumulative
Percent
Valid
Strongly Disagree 3 6.0 6.5 6.5
Slightly Disagree 28 56.0 60.9 67.4
Neutral 6 12.0 13.0 80.4
Strongly Agree 8 16.0 17.4 97.8
Slightly Agree 1 2.0 2.2 100.0
Total 46 92.0 100.0
Missing System 4 8.0
Total 50 100.0
The data above shows that there limited provision of labor force by the members of the local
community. This may be contributed by lack of trained personnel in the community to take
part in project execution.
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Table 4.2.2.3: Average on Labor Force Provision
Frequency Percent Valid Percent Cumulative
Percent
Valid
Slightly
Efficient 33 66.0 68.8 68.8
Neutral 15 30.0 31.3 100.0
Total 48 96.0 100.0
Missing System 2 4.0
Total 50 100.0
As a result of overlooking the vital role played by the members of the local community, the
project implementation has been rated slightly efficient with frequency of33 out of 50
respondents. This is an indication that if the members of the local community could have been
actively involved, the project execution could be efficient.
4.3 Discussion
4.3.1 Community involvement
The findings indicate that there are projects in secondary schools which are majorly funded by
the government. Most of these projects are still ongoing. This is due to delays in the release of
funds by the government as a result of long procedures in the release of the finances. It has
also been subjected to abuse by the members of the public due to the weak accounting system.
It is also evident that their participation is incidental, and are left with the option of “rubber
stamping” procedures and decisions made during project execution .As per (INEE, 2006),
Local community members are manipulated and are not aware of issues they are involved in.
They are not given feedback and are not involved in problem analysis .The responses shows
that the members of the local community mostly are involved in manual work during
implementation process.
4.3.2 Provision of leadership
35 out of 50 respondents are not aware of the leadership roles played by the members of the
local community. It is evident from the findings that though they may have been involved in
running of the school as members of B.O.G, and P.T.A, they have not been actively involved
in implementation of government funded projects in the schools. It happens that in most
schools, those given a chance to be a member of Board of Management have less competence
in handling projects and other administrative activities making their existence insignificant.
Those involved in the leadership of a project make it successful since they have a sense of
ownership and any outcome affect them in one way or the other. Stakeholder theory poses that
every stakeholder count in any organization and has to be actively involved in the
implementation of the projects. The members of the local community have been deprived of
their constitutional rights of being made aware and actively involved in administrative
activities in school and more so, in implementation of government funded projects.
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4.3.3 Provision of labor force by the members of the local community
The members of the local community are involved in providing labor force in the
implementation of government funded projects in schools.66% of the respondents agrees that
there is involvement of the locals in provision of labor force. Though they are involved in
project implementation, they are only given a chance to do manual jobs. They are not
involved actively in the outsourcing of skilled labor. Most suggested that there should
transparency in the procedures used in giving out tenders and in procurement of project
materials.
It is apparent that there is strong relationship between the success of a project and
involvement of the members of the local community. Those high profile stakeholders
contribute greatly to the successful implementation of schools projects. The school’s
administration has mostly overlooked the vital role of the locals in provision of labor force.
Most respondents cited that there is need for government intervention in implementation of
the projects in school to enhance transparency and accountability.
4.3.4 Resource mobilization
The resources used in project implementation need to be identified and utilized for the
successful completion of projects in secondary schools. Resources range from monetary and
non- monetary resources. The members of the local community should be endowed with the
responsibility of identifying non-monetary resources in implementation of government funded
projects in the schools. Findings from this study show that their involvement is limited to
manpower. There is also bureaucracy in the allocation and utilization of resources in
government funded projects in schools.Oftenly, the implementation process ends up
stagnating or failing to be completed as a result of misappropriation of resources.
CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 5.1 Introduction
This chapter gives a summary of the whole report, concludes and finally gives
recommendation regarding the findings. This chapter gives a paraphrase of the findings and
makes it easier for the members of the public to understand better. The summary is important
for quick grasp of what the project entails and the findings from the field. Summary of the
findings for each of the variables is given for ease of reference. The chapter also gives a
variable by variable conclusion and recommendations for use by various appropriate parties.
5.2.1 Summary of the research report
With devolvement government, education functions have also been decentralized to the
County government. Devolution has further been extended to the ground level where the local
community members are actively involved in the school’s management. The study was
undertaken on the background of increased urge for active involvement of all stakeholders,
and more so the members of the local community for successful implementation of
government funded projects in public secondary schools .The main aim of the study was to
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find out the major roles of the members of the local community in the implementation of
government funded projects in public secondary schools in Baringo County.
Since the population was large and could not be studied in a short period, the study targeted
five secondary schools in Baringo County which have had government funded projects
implemented in the past three years. Selection of the schools was done in such a way that all
the five sub counties in the county were represented. The data was collected through primary
source whereby data was collected using questionnaire, face to face interviews and through
telephone conversation. Secondary data on the other hand was obtained from county the
educational office, whereby profiles of the projects implemented in past five years were
reviewed. The data was then analyzed by using SPSS and presented using tables, graphs and
charts. The summary of the findings are as follows;
5.2.2 Summary of the findings
It is evident from the findings that the role of the local community members is overlooked by
the school management especially during implementation of government funded projects. The
outcome indicates that the role of the local community members has been reduced to
provision of physical work. Major decisions and execution of the projects has been made a
reserve for the school heads and the political leaders. The study indicated that there is limited
participation of the local community members in implementation process.
There is no clear definition of leadership roles of the local community members during
implementation of projects in secondary schools. Though they are involved in school’s
leadership as members of Board of Management, their roles are symbolic especially in
provision of signatures .They are not actively involved in implementation process and in
supervision and evaluation of the outcomes. However, they are made spectators rather than
participants during implementation process.
The findings indicate that the locals are mostly involved when it comes to provision of
unskilled labor force. On the other hand outsourcing of skilled labor is a preserve of schools
administration. The respondents identified a strong relationship between the involvement of
the members of the local community and the successful implementation of projects in schools.
In connection to this, some respondents indicated that there should be transparency in
obtaining labor force for these projects.
Local community members are not actively involved in identification and mobilization of
resources. Resources include monetary and non-monetary resources. Mostly the government
provides finances and the school’s management is given the responsibility of identifying non-
monetary resources. Findings from this study show that their involvement is limited to
manpower. There is also bureaucracy in the allocation and utilization of resources in
government funded projects in schools.
5.3 Conclusions
There is no autonomy in decision making when in government funded projects in secondary
schools. The members of the local community are involved in physical work in the process of
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project implementation. The local community members are strategically placed in such a way
that they only participate in “rubber stamping” process.
Though members of the local community are given a chance to lead as members of Board of
Management of the school, they are not given the authority to actively take part in supervision
and evaluation of the projects. These members lack necessary skills required for the project
implementation. It was also found that most of these members do not understand what exactly
they are supposed to do.
The members of the local community are involved in unskilled labor during project
implementation in secondary schools. There is a clear indication that successful
implementation goes hand in hand with active involvement of the members of local
community in provision of labor force.
There is limited involvement of the members of the local community in identification and
mobilization of resources. The local community is only given a limited opportunity in
provision of non-monetary resources for the project implementation in school .they lack f
opportunity to take part in mobilizing due to bureaucracy of the government in budgetary and
disbursement of funds.
5.4 Recommendations
5.4.1 Local community involvement
Stakeholder analysis should be done before the onset of the implementation process to ensure
that ever y stakeholder know his/her part to play. Close supervision should be throughout the
project implementation. There should be proper work plan to guide project implementation
team on the various tasks and those responsible for their execution.
5.4.2 Leadership provision
Key players should be brought on board to ensure that everyone takes up their role.
Community awareness should be done to make them understand their roles in school’s
projects. Legal action should also be done against project managers who mismanage project’s
resources. A trained project manager should be hired to oversee the implementation process.
5.3.3 Labor force
There should be a standard procedure used in awarding tender. A complete schedule should be
done prior to project onset showing each stakeholder’s role in project implementation. The
local community members should be encouraged to take up various training on project
implementation.
5.4.4 Resource mobilization
All the stakeholders should be involved in budgeting for the project to enhance transparency.
There should be timely release of funds for projects so that vital time is not wasted. The
financiers should keep conditions to bear minimum so as not to distract the implementation of
projects.
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REFERENCES
(Sharma, 2006) Business correspondents, Tata McGraw Hill Education; India.
(World Bank report, Jan 2012) Sustainable development (Republic of Kenya, 2007) strategies in
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Chicago, University of Illinois.
Berkes, R. (1997). Community Participation techniques. London, Macmillan Publishers.
(Bruce et al, 2005). The Role of Project Implementation Units. Manila, Phoenix Publishers.
(Daniel et al, 2007). Community participation in project design. Nairobi, Longhorn Publishers.
(Ebbutt, 1998) Evaluation of Projects in the Developing World: some cultural and nmethodological
issues. International Journal of Educational Development, 18, pp. 415-424. New York, Penguin
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(IFAD, 2011) Managing for Impact in Rural Development; a guide for M&E. Rome, IFAD.
(Terre et al, 2003) Research in practice: Applied methods for the social Sciences, pp. 410-428. Cape
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(Andersen et al, 1994),``Creating the twenty-first century Organization: the metamorphosis of
action'', in Baskerville.
(Koliba, 1999), "Moral Language and Networks of Engagement: Service-Learning and Civic
Education, " American Behavioral Science Journal.
(Ehman, 2000) "The American School in the Political Socialization Process," Review of Educational
Research, 50(1)
(Eyler et al, 1999), Where’s the Learning In Service-Learning? Jossey- Bass, San Francisco.
(Canuto et al, 2000) The Archaeology of Communities. Routledge, New York.
(Chavis et al, 1986) "Sense of community through Brunswick's lens: A first look." Journal of
Community Psychology, 14(1), 24-40.
(Chipuer et al, 1999) A review of the Sense of Community Index: Current uses, factor structure,
reliability, and further development. Journal of Community Psychology, 27(6), 643-658.
(Christensen et al, 2003). Encyclopedia of Community. 4 volumes. Thousand Oaks, CA: Sage.
(Cohen 1985. The Symbolic Construction of Community. Routledge: New York.
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© 2014 Viola Kiprotich www.pmworldlibrary.net Page 33 of 38
APPENDIX I: INTRODUCTORY LETTER
Viola Kiprotich
Box 233
Mogotio
Dear respondent,
I am a post graduate student in the school of Human Resource and Development Jomo Kenyatta
University of Agriculture and Technology currently undertaking research on the Topic: Role of the
local community in implementation of government initiated projects in public secondary schools. You
have been identified as one of the respondents. You are kindly requested to provide the information
to the best of your knowledge. The information provided will be treated as confidential and
will be used only for this study.
Thanks for your cooperation.
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APPENDIX 2: QUESTIONNAIRE
This questionnaire is designed to assist collect data about the role of the local community in
the implementation of government initiated projects in public secondary schools in Baringo
County. Information provided is only for academic purposes. Kindly fill it appropriately.
SECTION A: Biodata
a) Identify your gender,(i) male [ ] (ii) Female [ ]
b) Age group (i) below 20 years [ ] (ii) 21-30 years [ ] (iii) 31-40 years [ ] (iv) 41-50 [ ]
(v) 51 and above [ ]
c) Highest level of education (i) primary [ ] (ii) secondary [ ] (iii) college certificate [ ]
(iv) degree [ ] (v) masters [ ] (vi) PhD [ ] any other
(Specify)……………………………….
d) Institution of work/place of work………………………………………………….
e) Position/department……………………………………………………………….
f) For how long have you been working in the institution/work place? (i) less than one
year [ ] (ii) 2-4 years [ ] (iii) 5-10 years [ ] (iv) above 10 years [ ]
SECTION B: Questionnaire on level of involvement of the local community in
implementation of government initiated projects in public secondary schools.
a) Are there any ongoing projects in the school? (i) yes [ ] No [ ]
If yes list the projects…………………………………………………………………..
…………………………………………………………………………………………
…………………………………………………………………………………………
b) Who are the major financiers of the projects? (i) government [ ] (ii) CDF [ ] (iii) local
community [ ] (iv) Donors [ ]
If the projects are government funded, are the local community members involved?
(i)Yes [ ] (ii) No [ ]
If yes how?
(i) Financial contribution [ ] (ii) physical work [ ] (iii) decision making [ ] (iv) Any other
(specify)…………………………………..
c) Are the members of the local community actively involved in planning of the schools
projects? (i) Yes [ ] No [ ].If yes how? .................................................
If yes how efficient is the implementation process? (i) very efficient [ ] (ii) slightly
efficient [ ] (iii) neutral [ ] (iv) inefficient [ ] (v) very inefficient [ ]
d) How would you rate the level of involvement of the members of the local community?
(i)Very high [ ] (ii) High [ ] (iii) Average [ ] (iv) Low [ ] (v) Very low [ ]
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e) There is strong involvement of the local community members in the tendering of
materials for project execution? (i) strongly agree [ ] (ii) slightly agree [ ] (iii) neutral
[ ]
Slightly disagree [ ] (v) strongly disagree [ ]
f) What suggestions do you have on the improvement of the implementation process of
the implementation of projects in school?
SECTION C: provision of leadership by the local community in the implementation of
government initiated projects in secondary school.
TASK 5 4 3 2 1
S/A SL/A Neutral D S/D
a) School’s B.O.G comprises [ ] [ ] [ ] [ ] [ ]
of members of the local community
b) All the members of B.O.G have [ ] [ ] [ ] [ ] [ ]
competence in project implementation
c) Members of the local community [ ] [ ] [ ] [ ] [ ]
are brought on board throughout
project implementation.
d) Members of project implementation [ ] [ ] [ ] [ ] [ ]
team understands the roles they play
e) The local community members [ ] [ ] [ ] [ ] [ ]
participate in the supervision of projects in school.
f) The school management gives the [ ] [ ] [ ] [ ] [ ]
members of the local community opportunity to
identify projects progress and evaluation of
their effectiveness.
SECTION D: Role of the local community in resource mobilization for the
implementation of government initiated projects in secondary schools
TASK 5 4 3 2 1
S/A SL/A Neutral D S/D
a) Members of the local community [ ] [ ] [ ] [ ] [ ]
provides monetary and non-monetary
support for the schools projects
b) Identification and utilization of [ ] [ ] [ ] [ ] [ ]
resources for the projects is the
responsibility of the local community.
c) There is effective and efficient
resource allocation in the projects [ ] [ ] [ ] [ ] [ ]
d) Local community members are
endowed with the responsibility [ ] [ ] [ ] [ ] [ ]
of identifying and sourcing donors.
e) Most a times members of the [ ] [ ] [ ] [ ] [ ]
local community provide necessary
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resources for implementation of
government initiated projects in secondary school
SECTION E: Local community’s role in provision of labor force
TASK 5 4 3 2 1
S/A SL/A Neutral D S/D
a) The members of the local community [ ] [ ] [ ] [ ] [ ]
are actively involved in outsourcing
Manpower for the projects.
b) Locals provide both unskilled and [ ] [ ] [ ] [ ] [ ]
skilled labor force for the project execution.
c) There is strong correlation between the [ ] [ ] [ ] [ ] [ ]
Success of the project and the local community
Involvement in provision of labor force.
e) Locals are involved in identification of [ ] [ ] [ ] [ ] [ ]
Labor force for the projects.
f) The school gets reliable and efficient [ ] [ ] [ ] [ ] [ ]
labor force from the members of the local community.
g) If the local community is involved in [ ] [ ] [ ] [ ] [ ]
Provision of labor force in project implementation
Process, rate their efficiency (i) very efficient [ ] (ii) slightly efficient [ ] (iii) neutral [ ]
(iv) Slightly inefficient [ ] (v) very inefficient [ ]
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APPENDIX 3 – ACRONYMS & DEFINITIONS
ACRONYMS PIP - Project Implementation Plan FAQ - Frequently Asked Questions EFA - Education for All GOK - Government of Kenya KCPE - Kenya Certificate of Primary Examination BOM - Board of Management BOG - Board of Governors IRIN - Integrated Regional Information Network ASALs - Arid and Semi Arid Lands INEE - Inter-Agency Network For Education WHO - World Health Organization CEEP - Community Engagement in Education Program MEXT - Ministry of Education, Culture, Sports, Science, and Technology TF - Task Force PTA - Parents Teachers’ Association DEFINITION OF TERMS Local community - Local community is commonly referred to a group that is organized around common values and is attributed with social cohesion within a shared geographical location, generally in social units larger than a household. (Kathleen et al, 2001), defines local community as a group of people with diverse characteristics who are linked by social ties, share common perspectives, and engage in joint action in geographical locations or settings. It is derived from Latin “cum” which means together and “munus” which means gift. Stakeholder - these are individuals who takes part in the activities of an organization whose actions are aimed at achieving organization’s objectives.(Mitchelle, et al,2010),defines stakeholders as a party that can affect or affected by the actions of an organization as a whole. School’s stakeholders on the other hand, are participants in mobilizing effort in the school’s activities and projects. Project implementation - a project is a temporary endeavor designed to produce a unique product, service or result with defined beginning, and end. It is usually constrained by time, resources or deliverables. Project is undertaken to meet unique goals and objectives which are meant to bring useful benefits. Project implementation is the process of converting project input into project output. Project Implementation Plan (PIP, 2007) defines project implementation as the execution of a project plan. That is putting the planned project activities into action
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About the author
Viola Kiprotich Nakuru, Kenya
Viola Kiprotich has a BA degree in Education from Moi
University Eldoret (2009) and is pursuing a Master’s Degree in Project Management at Jomo Kenyatta University of Agriculture and Technology (JKUAT), Nakuru, Kenya. She has been a teacher of English and Literature at Sirwa Secondary School (2010-2012) and is currently teaching at Olmarai Secondary School. Professional training includes financial courses, disaster preparedness and management, and opportunities for life (preparing for excellence). As a member of the Human Rights Club at Moi Uiversity, she studied democracy and non-violence. Viola can be contacted at [email protected].