Role of the Local Community in Implementation of...

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 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

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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).





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,





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





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.





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.





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.





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





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





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.





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.





(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





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,





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.





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





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.





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





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.





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)


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


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





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


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


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


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


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.





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


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





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


Percent

Valid G.o.K 42 84.0 100.0 100.0


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.





Table 4.2.2: Community Involved


Percent

Valid

Yes 38 76.5 86.7 86.7

No 6 11.8 13.3 100.0

Total 44 88.2 100.0


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)


Percent

Valid

Yes 31 60.8 68.9 68.9

No 13 27.5 31.1 100.0

Total 44 88.2 100.0


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


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


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





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


Percent

Valid

Yes 7 13.7 14.6 14.6

No 41 80.4 85.4 100.0

Total 48 94.1 100.0


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


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


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.





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


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


Percent

Valid



Neutral 4 8.0 8.2 24.5


Slightly Agree 25 50.0 51.0 100.0

Total 49 98.0 100.0


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.





Table4.2.8: Sourcing and Utilization of Resources


Percent

Valid



Neutral 12 24.0 27.3 86.4


Total 44 88.0 100.0


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


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


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.





4.2.4 LABOR FORCE

4.2.2.1:Labor Outsourcing


Percent

Valid



Neutral 2 4.0 4.3 85.1


Total 47 94.0 100.0


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


Percent

Valid



Neutral 6 12.0 13.0 80.4


Slightly Agree 1 2.0 2.2 100.0

Total 46 92.0 100.0


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.





Table 4.2.2.3: Average on Labor Force Provision


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


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.





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





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





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.





REFERENCES

(Sharma, 2006) Business correspondents, Tata McGraw Hill Education; India.

(World Bank report, Jan 2012) Sustainable development (Republic of Kenya, 2007) strategies in

achieving vision 2030.

(Bamberger, 2000) The Evaluation of International Development Programs: A View from the Front.

American Journal of Evaluation, 21, pp. 95-102.

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

Group.

(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

Town, UCT Press.

(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.





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.





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 [ ]





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


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





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


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 [ ]





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





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].



mailto:[email protected]

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