Effects of Stakeholders Engagement on the Implementation of Physical Infrastructure Projects in Public Secondary Schools: A Case of West Pokot and Trans Nzoia Counties, Kenya

Abstract

Education sector globally has realized a huge rise in enrolment levels. In Kenya for instance, the continuous enrolment in primary schools and the hundred percent transitions as a result of the Free Primary Education (FPE) has imposed pressure on the already existing resources in Secondary section. This study aimed at assessing the effects of stakeholder engagement on implementation of physical infrastructure projects in secondary schools: a case of West Pokot and Trans Nzoia Counties, Kenya. The study adopted Critical Chain Project Management theory. This study employed a descriptive survey design which was suitable since the study sought to collect information from the respondents on their opinions. The target population was 479 which comprised of the Principals, Board of Management Members, County and Sub County Directors of Education. Using Yamane’s formula, a sample size of 218 respondents was attained. Questionnaires and interview guides were used in data collection. The quantitative data collected was coded to translate questions responses to specific categories and analyzed using the Statistical Package for Social Sciences (SPSS), tabulated and presented using descriptive statistics. The findings indicated that in both Counties; stakeholders were highly engaged in secondary school infrastructure project development though at varied levels. The findings showed that indeed, school heads are being supported and trained by the Ministry of Education (MoE) in both counties on the capacity to handle projects. The study also found out that whereas the board of management in Trans Nzoia County was offering some good work in managing projects, the management in West Pokot County was ineffective. There was an indication that; despite the government banning the PTA component of financing schools, still schools in Trans Nzoia county charge parents this component in the fees as opposed to the West Pokot schools. It was also evident from the findings that teachers were not engaged in the development of the physical infrastructure in the two counties. The findings showed that in counties, professionalism and commitment from the contractors were upheld. The respondents in the research rated PTA’s participation in terms of expertise and financial support to having influence in school infrastructure project implementation in Trans Nzoia County. Respondents from both Counties agreed that there was commitment and professionalism from the hired contractors. The following recommendations were made: Participation by stakeholders in the whole process of infrastructure project implementation in government aided secondary schools should be encouraged. Given that the government banned PTA component of physical infrastructure funding, the government should provide enough budgetary funding to all secondary schools. The study recommends that teachers ought to be engaged in physical infrastructure development in secondary schools. The study also recommends that Parents Teacher Associations need to be empowered on project implementation in schools and due diligence should be followed in pre-qualifying, selecting and awarding of tenders to contractors.