Utilization of National Government Constituency Development Fund and Its Influence on Transition to Secondary Education in Kirinyaga County, Kenya

Authors

  • Dr. Janerose Mutegi Kenyatta University, Kenya
  • Dr. Daniel Otieno Kenyatta University Kenya
  • Kinyua Japheth Gichira Kenyatta University Kenya

DOI:

https://doi.org/10.54756/IJSAR2021.6046

Keywords:

National Government Constituency Development Fund, Utilization, Teaching And Learning Resources, Physical Facilities, School Feeding Programs, Community’s Perception, Transition

Abstract

This study sought to establish how utilization of the National Government Constituency Development Fund (NGCDF) enhances transition into secondary education in Kirinyaga County, Kenya. The research used a descriptive research design. The study targeted 19 public secondary schools which had benefitted from NGCDF, 19 principals, 247 teachers, and 12 CDF officials in the County. The study adopted a sample size of 12 schools, which were identified through simple random sampling. The study also adopted a sample size of 12 principals. Teachers were identified through random sampling while community leaders were identified through a census survey. Piloting was conducted in 4 schools in the county. Data was collected using questionnaires for teachers, while an interview guide was used for the principals and CDF officials. Quantitative data analysis was done using descriptive statistics i.e. mean and standard deviation, frequencies and percentages. Qualitative data was thematically analyzed using content analysis and presented using narration and verbatim quotes as appropriate. The findings revealed that NGCDF utilization on teaching and learning resources, physical facilities and school feeding programs and the community’s perception on NGCDF influenced transition. The community’s perception of the NGCDF determined the number of applicants and not all learners applied for the fund. The findings may help the NGCDF managers in the County to improve the community’s perception of the fund and thereby increase allocation and enhance the transition to secondary schools.

References

Adelman, S. W., D. O. Gilligan & Lehrer et al. (2008). "How Effective is Food for Education Programs? A Critical Assessment of the Evidence from Developing Countries." Food Policy Review

Akomolafe, C. O., & Adesua, V. O. (2016). The Impact of Physical Facilities on Students' Level of Motivation and Academic Performance in Senior Secondary Schools in southwest Nigeria. Journal of Education and Practice, 7(4), 38-42.

Asiyai, R. I. (2015). Improving Quality Higher Education in Nigeria: The Roles of Stakeholders. International Journal of Higher Education, 4(1), 61-70.

Bakhshialiabad, H., Bakhshi, M., & Hassanshahi, G. (2015). Students’ perceptions of the academic learning environment in seven medical sciences courses based on DREEM. Advances in Medical Education and Practice, 6, 195.

Espejo, F. (2016). Home-grown School Feeding. A framework to link school feeding with local agricultural production. Rome

Finan, T. (2010). Evaluation on School Feeding Programme in Kenya. Nairobi: Masola, Publishers.

Hardley, S. (2016). Seasonality and access to education. The case of primary education in Sub-Sahara Africa. The University of Sussex.

Kaindi, R. M., & Kimiti, R. (2019). Impact of curriculum support materials on quality of curriculum implementation in Makueni County, Kenya. Unpublished Master of Education Thesis. The University of Nairobi.

Kariuki, J. G. (2016). The Formulation and Practice of the Constituency Development Fund in Kenya: a Case Study of People’s Participation in Its Projects in Gatanga and Kitui Central Constituencies (Doctoral dissertation, University of Nairobi).

Kimirri, P. (2018). The Influence of Constituency-Specific Factors on the Utilization of Devolved Funds in Kenya: The Case of the Constituency Development Fund (2007/2008) (Doctoral Dissertation, University of Nairobi).

Kothari, C. R. (2014). Research Methodology; methods and techniques second edition. New Delhi. India.

May, T. (2011). Social Research: Issues, methods and research. McGraw-Hill. New York.

Muusya, C. M. (2019). Factors Influencing Community Participation in National Government-constituency Development Funded Projects; a Case of Mwingi Central Constituency, Kitui County, Kenya (Doctoral dissertation, University of Nairobi).

Mwangi, S. N., Barchok, H., & Ogola, F. (2016). Application of Progressivist’s Learner-Centered Approaches in Teaching and Learning of Mathematics in Public Primary Schools. Journal of Education, Society and Behavioural Science, 1-8.

Mwendwa, E., & Chepkonga, S. Y. (2019). Relationship between School Feeding Programmes and Pupils’ Effectiveness in Learning in Public Primary Schools in Kitui County, Kenya. International Journal of Innovative Research and Advanced Studies 6(7) 62-76.

Ochieng, F. O. & Tubey, D. (2013). Factors influencing the management of CDF projects: A case of Ainamoi Constituency, Kericho County.

Ogunmoyela, K. (2009). Resource Utilization and Projection in secondary Education in Oyo State of Nigeria. Unpublished Ph.D. Thesis. University of Ibadan.

Okumbe, J. A. O. (1998). Educational Management: Theory and Practice. African Books Collective Ltd., The Jam Factory, 27 Park End Street, Oxford OX1 1HU, United Kingdom (paperback: ISBN-9966-846-42-5, $18).

Onyango, W. P. (2014). Effects of Teaching and Learning Resources on pre-school learners transition to class one; A case study of Rachuonyo South Sub-county. Journal of education and practice, 5(34).

Pangrazi, R. P., & Beighle, A. (2019). Dynamic physical education for elementary school children. Human Kinetics Publishers.

Psacharopoulos, G., & Woodhall, M. (1993). Education for development. Oxford: Oxford University Press.

Rukwaro, M., Olembo, J., & Ogeta, N. (2017). Ways constituency development fund promotes students’access to secondary school education in Githunguri Sub- County, Kenya. African Journal of Education and Practice, 2(2), 35-45.

Saeed, M. & Wain K.U. (2011). Status of missing physical facilities in government schools of Punjab. Journal of Resolution and Reflections in Education, 5 (2):105-127.

Sephania, N., Too, J. K., & Kipng’etich, K. J. (2017). Perception of teachers on availability of instructional materials and physical facilities in secondary schools of Arusha District. Tanzania. Journal of Teachers, 4(28), 68-102.

Wachiye, J. H., & Nasongo, W. J. (2010). Access to secondary school education through the constituency bursary fund in Kanduyi constituency, Kenya. Educational Research and Reviews, 5(5), 224-236.

Yendaw, E., & Dayour, F. (2015). Effect of the national school feeding program on pupils enrolment, attendance and retention: a case study of Nyoglo of the Savelugu-Nantong Municipality, Ghana. Journal of Education and Practice, 6(4), 18-22.

Zenebe, M., Gebremedhin, S., Henry, C. J., & Regassa, N. (2018). School feeding program has resulted in improved dietary diversity, nutritional status and class attendance of school children. Italian Journal of Pediatrics, 44(1), 16.

Downloads

How to Cite

Dr. Janerose Mutegi, Dr. Daniel Otieno, & Kinyua Japheth Gichira. (2021). Utilization of National Government Constituency Development Fund and Its Influence on Transition to Secondary Education in Kirinyaga County, Kenya. International Journal of Scientific and Applied Research (IJSAR), EISSN: 2583-0279, 1(9), 1–13. https://doi.org/10.54756/IJSAR2021.6046

Issue

Vol. 1 No. 9: IJSAR V1, I9 Nov - 2021

Section

Section 3: Academic Research

License

Copyright (c) 2021 Dr. Janerose Mutegi , Dr. Daniel Otieno, Kinyua Japheth Gichira

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.