Influence Of Donor Partners Funding Initiatives on Provision of Physical Infrastructure in Public Secondary Schools in Murang’a County, Kenya.

Influence of Donor Partners Funding Initiatives on Provision of Physical Infrastructure in Public Secondary Schools in Murang’a County, Kenya.

Karanja Joseph Ndung’u, Ibrahim khatete, Dr. Reuben Mutegi

Department of Educational Management, Policy and Curriculum Studies University of Nairobi, Kikuyu Campus, Box 9 Kikuyu, Kenya

DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000317

Received: 06 June 2025; Accepted: 10 June 2025; Published: 15 July 2025

ABSTRACT

Government investment and leadership provide long-lasting solutions to the huge challenges facing our societies. However, over the past two to three decades, it has become clear that private participation unleashes the power of certain market mechanisms that can break down challenges to access. The donor partner has a crucial role to play in physical infrastructure development in its ability to provide innovations in financing and technical solutions in these projects in schools. Private players must be offered incentives to develop these projects and must be brought in as authentic development partners – along with government. However, funding of education especially at secondary level still remains contentious as seen in many calls by the public and even the government to reduce the burden on parents in terms of funding. Secondary schools have since asked for Ksh 9 billion for infrastructure development from the current Ksh. 1.5 billion, which the MOE agreed is inadequate (MOE, 2019). Murang’a County recorded the highest transition rate at 107.66 percent, with the introduction of 100 percent transition, having expected 25,313 students but ended up enrolling 26,720 students (MOE, 2023) this study therefore, assessed the influence of donor partners funding initiatives on provision of physical infrastructure in public secondary schools. This was achieved by establishing the funding practices by donor. The study used the descriptive survey research design which focused on summarizing and describing the main features of the data set. The target population consisted of 310 school principals, 3720 teachers and 8 sub-county directors of Education. Data collection was done using questionnaires, observation and interview schedules. Stratified sampling was employed to ensure representation of all categories of public secondary schools. From the selected schools, principals and teachers were respondents in this study. While data analysis was done using descriptive statistics, in regards to adequacy of physical infrastructure funding. The national government funding initiatives have provided adequate physical infrastructure as compared with other funding models. Therefore, Majority (68.8%) of the respondents disagreed that donor funding has influenced the provision of physical infrastructure, with only (31.2%) agreeing. The study established that funding initiatives from donor partners had a positive correlation with provision of physical infrastructure in public secondary schools in Murang’a County. The findings will be useful to policy makers in terms of making informed decisions that will guide the government on provision of physical infrastructure in public secondary schools in Kenya.

Keywords: Donor partners, funding models, physical infrastructures, enrolment growth.

INTRODUCTION

Background to the study

Education is a fundamental human right, a key to sustainable development, peace and stability within and among countries in the world (Wolfsan, 2000). It is considered to be critical in determining the social-economic development in a country as it is the most important factor in social, cultural, political and economic development of any nation. Infrastructure refers to the physical structure that include buildings such as classrooms, laboratories, sanitary facilities, tuition block, other material resources and facilities which are required to meet students’ needs in a school set up. Physical infrastructure can be defined as basic structures or facilities; installations, equipment, building, needed for the proper functioning of the social and economic systems of society (Grigg, 2000). Republic of Kenya (2010) elaborated that the educational system has come up with various materials, requirements and activities, which are inadequate that need to be increased at all levels of education, to meet education objectives. The appropriate curriculum proposed that laboratories, infrastructure, equipment, workshops, classrooms and physical facilities should be provided to promote equity in education. MOE (2012) recognizes how important these resources are to students’ academic achievement.

World Bank (2005) states that skills development and secondary education is priority areas for Sub-Saharan Africa when it comes to economic and social development from a wider perspective. According to Marchantia, Reid and Yajnik (2019) and Lewin and Caillods (2001), secondary schools level education still remains inaccessible in many African countries due to funding challenges. Public funding is not able to satisfy the demand for more physical infrastructures. The enrolment growth has overtaken the proportionate increase in resources leading to inadequate instructional materials and physical infrastructures. Many of these countries have turned to private funding to fill the gap.

The aim of partnership between Government and its development partners was to increase funding through private sectors and Donor partners in the management in provision of physical infrastructure development. In the management of education, the government acknowledges the importance of developing partnership with the private entities to enhance equity, access and quality in the education sector. This partnership is between the government, donors, Alumni, religious organization and private investors (MoE, 2008). In line with this initiative, the government had a plan to develop and implement a policy framework for its operation. As schools struggle with the funding against the backdrop of higher enrolment, donors are becoming key to financing the improvement of physical facilities. The government’s 100 percent transition policy to secondary schools has arrived with congestion in classrooms and dormitories. These challenges have attracted the attention of donors through funding towards physical infrastructure development in secondary schools.

Statement of the problem.

Government policy on FPE and FSE underscores the importance of education in Kenya. Despite the rising government spending in education over years, more primary school graduates fail to secure places in secondary school and the situation has persisted.  The demand for secondary school education has kept on rising from year to year especially after the introduction of FPE in 2003 and has never been fully met. Though this situation is blamed on the existence of limited secondary schools, the government expenditure on the education sector is already overstretched as shown by the heavy budgetary allocation in relation to the other sectors (Republic of Kenya, 2016). The100 percent transition rate and FTSE education policy from primary to post primary schools pilled pressure on the existing infrastructure in schools. Furthermore, the diminishing physical infrastructures have thus lowered the primary school graduates’ chances of enrolling and participating in secondary education which has resulted to education wastage. However, despite its importance in the process of development, the costs of provision and expansion of quality secondary education have been escalating while resources for secondary education have been dwindling, (Republic of Kenya, 2005). As a results primary school education becomes terminal to those pupils who lack places in secondary schools lowering the enrolments and participation rates. The Government and its development partners introduced the infrastructure development funds in secondary schools in order to address the problem of physical infrastructure. According to Khamati et al. (2013) the system of capitation per learner only perpetuates the prevalent inequalities between schools. The government should consider other ways such as need assessments per school in the allocation of infrastructure funding. Therefore, the study will aspire to determine the influence of donor partners funding initiatives on provision of physical infrastructure in public secondary schools.

Purpose of the study

The purpose of the study is to establish the influence of Donor partners funding initiative on provision of physical infrastructure in public secondary schools in Murang’a County.

Objectives

1. To investigate the extent to which the Donors partners funding initiative influences the provision of physical infrastructure in public secondary schools.

Research questions

1. How does the Donor funding initiative influence the provision of physical infrastructure in public secondary schools?

RELATED LITERATURE REVIEW

Fundraisers and grants from development partners were other sources of funding for infrastructure projects in public secondary schools in most counties. Considering the contributions of NGOs to the educational physical infrastructure development and challenges hindering their efforts, (Mathias, N.D. 2020) in his studies suggested that NGOs ought to diversify their sources of funds to Local Resource Mobilization to provide potential for NGOs to raise funds from local businesses, individuals’ government and locally generated income to reduce their dependence on international donor support. Scholars like NGO $ Walton (2016) and others bought enough evidence regarding the necessity to create nurturing learning environment for a quality education, as well as ideas on how to develop such environment which the roles of the civil society and NGOs have been mentioned as the mechanism that may create such nurturing environment, further the study mentioned these mechanisms including reshaping education policies toward the provision of quality education, constructing educational infrastructure where necessary and innovative strategies that may reduce the problem of shortage of school infrastructures.

Furthermore, Liesbet (2015) provides statistical data proving that non state actors play an important role in improving access to primary and secondary education. This is exemplified by almost a 5% rise in primary and secondary schools’ enrolment in both low-income and middle-income countries between the year 1999 and 2012 after NGOs involvement. Again, from the year 2012 to 2015 there was increased primary and secondary school enrolment of 16 percent in low-income countries, 12 percent in low-middle income countries while the higher income countries stood at 11 percent. This has motivated countries to adopt policies which encourage non state actors to engage themselves more in education. According to the study conducted by Kabiru & Malaysia, 2019: Jagannathan, 1999 on the role of civil society and NGOs in general it indicated that NGOs have the closer contact with their communities and thus can act as the bridge so that parents, teachers and students concerns on the quality of education services may reach the policy makers so as to develop education infrastructures, NGOs are well placed to generate data and evidence as they are regarded to be too close to the communities than the governments of the respective countries.

Ikoya (2008) shows that secondary schools have poor and shortage of infrastructure due to a variety of reasons of the government reluctant as to why they have difficulties in complying with their entitled obligations of service delivery and to guarantee quality education through provision of basic infrastructures and among the reason is that government do not prioritize education system and the problem of institutional incapacity which creates a gap that NGOs channel their aids through the failures the government of the state pauses. Hence the contributions of government, parents, communities, developmental partners, religious organizations, and NGO’s have been impressive but scholars feel that the six sources of funds have been over –burdened by school related requirements and hence need supplementary from other sources such as, charitable organizations, sponsored walks, school’s own income generating activities among others (Olembo, 1985, Ter, 1973, Rono 1988, Achola 1988, Abongo 1987, Wesonga 1996).

Theoretical framework

The research will be anchored on the education production function theory suggested by Mace (1979). It evaluates the relationship between output and input based on economic relationship, explaining between the maximum outputs produced which basically depends on specified input. Based on this context, education is seen as a productive activity that results from numerous combinations of production, which involve labor and capital to metamorphose one set of input into another. These inputs for education are; time factor, human capital, materials resources and buildings, which give the output of a graduate from one level to another. This theory is applicable for this study because just like production process, the government ‘funding initiatives as part of input is there to initiates adequate physical infrastructure development in public secondary schools, which is the output to accommodate a greater number of students, as they prepare for the next level of education. A variation of government funding initiatives (Inputs) has the most likelihood to have an effect on the provision of infrastructure development (Outputs). Pscharapolous (1985) elaborates an illustration of education as a simple function:

 Q=f (P)

where;        Q= Physical infrastructure.   P= Donor Funding,

The amenities attached to infrastructures assist in facilitating the teaching and learning process. Additionally, the regularly adopted parameter of schooling has been education performance or the number of years spent in school. The usefulness of school achievement through challenging measure of student skill has been substantiated by the wide outcome of studies of labor market (Psacharopoulos & Patrinos, 2004).  Likewise, society appears to benefit in terms of productivity; Variation in school infrastructures have drastic effect on national growth and development, more so affecting education production, (Hanushek & Kimko, 2000). Additionally, the limitation with this kind of outcomes is that it assumes one year of schooling produces the same amount of attainment or skills to all students, over time and in every country. This measure simply counts the time student spent in school without judging of other external factors that affect learning. Therefore, it doesn’t provide accurate and a complete picture of education teaching and learning outcomes.

RESEARCH METHODOLOGY

Introduction

This section explores techniques that were adopted in carrying out the study. It entailed; target population, sample size, the research design and sampling procedure. The tool used to collect data and the data analysis, presentation method, reliability and validity of the research instruments.

Research design

The research design adopted for this study was qualitative and quantitative design. The blending of qualitative and quantitative methods in this study neutralized bias, sought convergence of results and produced final product which highlighted the significant contribution of both approaches, where both uses numeric and word data easily.

Target population

This refers to a group of a real or hypothetical set of population. The target population comprised of 310 principals and 3720 teachers from 310 public secondary schools in Murang’a County as indicated in the Ministry of Education Murang’a County office. It also comprised of 8 sub-county directors of education, totaling to 5268 participants.

Sample size and sampling procedure

This is an act of selecting a suitable number of individuals from the study in such a way that the individuals selected represent the total population from which they are selected. The study adopted sampling technique in selecting parameters or characteristics for the sample. Kothari (2011), argued that 10 to 30 percent of a target population for a study was appropriate and provided a better platform for; representativeness, efficiency, reliability and flexibility in a study. Purposive sampling was the sampling technique was used in this study. According to Mugenda and Mugenda (2003), a sample is simply a subset of the population that has been selected for study. It should be satisfactory in size and should represent the population. Purposive sampling was used in selecting the Principals and the Sub- County Education officer while Simple random sampling was used to select the teachers. This is because all these respondents are deemed to possess the information regarding the provision of physical infrastructure in public secondary schools in Murang’a County.

Table 1 Public Secondary schools in Murang’a County

Gay (2006) proposed correlation studies, where at least 30 cases were required, for descriptive analysis. Additionally, between 10 to 30 percent of the target population was enough and appropriate for experimental design where at most 30 cases were required.

Table 2 Number of Teachers in Murang’a County Public Secondary Schools

In this study stratified random sampling was employed. The whole population was used for the school principals, teachers and students. According to Mugenda and Mugenda (2003) a sample of 30 percent will be appropriate in social science study.

Research instruments

The data collection instrument includes questionnaires administered to school principals, teachers and students in public secondary schools. The questionnaire items comprised of both close ended and open-ended questions, as well as matrix items that gave the advantage of collecting both qualitative and quantitative data, in addition to generate maximum information. Questionnaire was to collect data on the donor funding and how it influences provision of physical infrastructure in public secondary schools.

Data analysis technique

The scientific Package of social sciences (EPSS) computer package version was used to analyze data related to the objective. Qualitative data was analyzed by use of mean, the ranges and percentages. Interview data were transcribed verbatim and analyzed thematically following Braun and Clarke’s (2006) six-step approach. Initial open coding was conducted using NVivo to identify recurring ideas, which were then grouped into broader themes. Themes were reviewed, refined, and related back to the research questions and theoretical framework. Descriptive statistics gave general opinion with regard to the influence of donor funding in provision of physical infrastructure in public secondary schools.  This process allowed for an in-depth understanding of participants’ experiences. Correction analysis was done to establish the relationship between the two examination performances.

DATA ANALYSIS, INTERPRETATION AND DISCUSSION

Introduction

 This chapter presents the findings from the results of data collected. The researcher interpreted the results guided by the specific objectives of the study. General information captured is included at the beginning of this chapter. The chapter also has interpretations of both quantitative and qualitative data which was captured through questionnaires and interview schedule that were administered to the sub-county director of education, teachers and the principals.

Donor funding initiatives on the provision of physical infrastructure in public secondary schools

The Ministry of Education in Kenya, through its various departments and agencies, may allocate funds for infrastructure development in public secondary schools, including the construction or improvement of dormitory facilities. Additionally, county governments may also have their own funding initiatives to support the provision of dormitories in schools within their jurisdiction. In the past, the World Bank has provided financial assistance to the Kenyan government for various education initiatives, which may include the construction of physical classrooms. These projects are typically implemented in collaboration with the Ministry of education and other relevant stakeholders.

Some examples of bilateral aid agencies that may provide funding for infrastructure development in Kenyan schools include the United States Agency for International Development (USAID), the United Kingdom’s Department for International Development (DFID), and the Japan International Cooperation Agency (JICA). Multilateral aid agencies such as the World Bank and the United Nations Educational, Scientific and Cultural Organization (UNESCO) also play a significant role in supporting education infrastructure projects in Kenya.

Donor funding initiatives on infrastructure development

School principals were asked to responds on the extent to which donor funding initiatives influences physical infrastructure in secondary schools. The responds were as shown on Table 4.28

Table 3 Donor funding initiatives on infrastructure development

The findings in the Table 3 respondents agreed that donor funding initiatives from religious organization influence physical infrastructure in public secondary schools.  Also they agreed that NGOs grants influence the provision of physical infrastructure in public secondary schools. The mean score was 2.27 and 2.94 with the standard deviation of 1.08 and 1.50, the deviation being low value shows that the responses were consistent to the agreement that religious organizations and NGOs grants influences the provision of physical infrastructure in public secondary schools in Murang’a County.

Also on religious organizations or church sponsor to public secondary schools the respondents disagreed that its impact influences the physical infrastructure in secondary schools. The mean score was 2.27 and the standard deviation was 1.08, the deviation being a low value shows that the responses were consistent to the disagreement that religious organization allocations influences the provision of physical infrastructure in public secondary schools in Murang’a County.  

Donor funding on Provision of Physical Infrastructure   

Teachers were required to respond on donor funding on provision of physical infrastructure. The findings were as shown in Figure 1

Figure 1 Donor funding initiatives on physical infrastructure

The finding from teachers in Figure 1, with regard to donor funding initiatives’ toward physical infrastructure 69.8% of teachers disagreed while 30.2% agreed that donor funding has influenced the provision of physical infrastructure in public secondary schools.              

Information on effect of donor funding initiatives on the provision of laboratories in public secondary schools

Secondary schools’ principals were to indicate the appropriate situation of physical laboratory facilities in their schools in relation to the number of students where Very adequate=5, Adequate=4, Not sure=3, Inadequate=2, Very inadequate=1. The findings are as shown in the Table 4

Table 4 Donor funding initiatives on provision of laboratories facilities

The findings in the Table 4, the study established that with regard to adequacy of biology laboratories forty-five (50) of the respondents indicated that biology laboratories funded by donor were adequate. The mean score of the responses was 2.44 with the standard deviation of 1.23, the deviation being a low value close to zero shows that the responses were very consistent to the agreement with adequate provision of biology laboratories in Murang’a County public secondary schools. Increase in donor funding can results to more provision of biology laboratories which accelerates better way of accomplishing curriculum implementation that would lead to adequate space for learner’s achievements.

With regard to chemistry laboratories, it is noticeable in Table 4 that from 45 respondents indicated that donor funding initiatives had adequately provided for chemistry laboratories in their respective schools. The mean score of the responses was 2.27 with the standard deviation of 1.10, the deviation being a low value shows that the responses were consistent to the agreement that the donor funding initiative is adequate in provision of chemistry laboratories in public secondary schools in Murang’a County.

With regard to physics laboratories, 44 respondents gave their responses as presented in Table 4. They stated that physics laboratories are adequately provided through donor funding initiatives in public secondary schools. The mean score of the responses was 2.23 with the standard deviation of 1.08. The deviation being a low value shows that the responses were consistent to the agreement that donor funding initiative on provision of physics laboratories is adequate in Murang’a County public secondary schools.

With regard to home science laboratories, 37 respondents gave their responses as presented in Table 4 where home science laboratories are adequately provided through donor funding. The mean score of the responses was 2.16 with the standard deviation of 1.12. The deviation being a low value shows that the responses were consistent to the agreement that donor funding initiative on provision of home science laboratories is adequate in public secondary schools in Murang’a County.

With regard to computer laboratories, it is noticeable in Table 4 that from 44 respondents stated that computer laboratories were adequately provided through donor funding in public secondary schools. The mean score of the responses was 2.48 with the standard deviation of 1.09. The deviation being a low value shows that the responses were very consistent to the agreement that donor funding initiative on provision of computer laboratories in public secondary schools in Murang’a County is adequate.

With regard to furniture, 45 respondents gave their responses as presented in Table 4. Respondents agreed that the donor funding initiatives had adequately provided furniture in their respective public secondary schools. The mean score of the responses was 2.24 with standard deviation of 1.11. The deviation being a low value shows that the responses were consistent to the agreement that donor funding initiatives had adequately provided furniture in Murang’a County public secondary schools. Adequate furniture in the classrooms is likely to make learners spend more time in the classrooms and therefore do more revision as well as learning outside the normal class time. This results in a better way of accomplishing curriculum implementation that would lead to better learner’s achievement. Availability of furniture in the classroom translates into a good learning environment which positively impacts on curriculum actualization and learners’ academic achievement (Wamulla, 2013)

With regard to water storage facilities it is noticeable in Table 4 that from 43 respondents water storage facilities were adequately provided through Donor funding in Murang’a public secondary schools. The mean score of the responses was 2.23 with the standard deviation of 1.04. The deviation being a low value shows that the responses were very consistent to the agreement that the Donor funding initiative is adequate on provision of water storage facilities in public secondary schools in Murang’a County. Clean water is essential for the learning environment. It’s used to clean, prepare meals as well as drinking. When available it reduces on time spend searching for it and even the time spend seeking treatment of diseases that are water born. Availability of clean water therefore creates a conducive learning environment where learners and even teachers spend more time on the core business of the school that is likely to translate into better academic achievement.

With regard to apparatus and equipment’s in laboratories, it is noticeable in Table 4 that from 44 respondents they were in agreement that the Donor funding was adequate. The Donor funding initiatives had adequately provided for laboratory apparatus and equipment’s in their respective public secondary schools. The mean score of responses was 2.45 with the standard deviation of 1.13, the deviation being a low value shows that the responses were very consistent to the agreement that Donor funding initiative is inadequate in provision of laboratory apparatus and equipment’s in public secondary schools in Murang’a County.

With regard to power/lighting, it is clear in the Table 4 that from 44 respondents they were not sure if the Donor funding initiatives had inadequately provided for power/lighting in respective schools. The mean score of the responses was 2.68 with the standard deviation of 1.22. The deviation being a high value shows that the responses were not very consistent to the agreement that Donor funding initiative adequately or inadequately promotes provision of power/lighting in public secondary schools in Murang’a County.

Information on influence of donor funding on the provision of adequate sanitary facilities

School principals were requested to indicate the appropriate situation of physical sanitary facilities in their school where Very adequate=5, Adequate=4, Not sure=3, Inadequate=2, Very inadequate=1. The findings are as shown in the Table 5

Table 5 Donor funding on the provision of adequate sanitary facilities

On the adequacy of students’ toilets as indicated in Table 5, majority of the respondents agreed that students’ toilets are adequately provided by the donor funding. The mean score of the responses was 2.07 with a standard deviation of 1.11. The deviation being a low value shows that the responses were very consistent to the agreement that Donor funding provide adequate students toilets. Adequate provision of latrines/toilet facilities improve the learning environment in that there will be little wastage of teaching learning time by teachers and learners whenever one has to attend to the call of nature. This reduces time wastage which would allow for increased contact time between learners and teachers that is likely to result in better academic achievement by learners.

With regard to teachers’ toilets/latrines, the respondents’ responses were presented in Table 5. Respondents agreed that teachers’ toilets/latrines are adequately provided through donor funding. The mean score was 2.26 with the standard deviation of 1.11. The deviation being low value shows that the responses were very consistent to the agreement that donor provides adequate funding for provision of teachers’ toilets/latrine in public secondary schools in Murang’a County.

With regard to visitors’ toilets/latrines, the respondents’ responses were as presented in Table 5. Respondents agreed that the Donor funding has provided adequately visitors toilets/latrine. The mean score was 2.21 with the standard deviation of 1.07. The standard deviation being a low value shows that the responses were very consistent to the agreement that donor funding is adequate in provision of visitors’ toilets/latrine. Again, parents have been involved in raising fund to construct visitors’ toilets/latrine especially in National, Extra-county and County secondary schools.

With regard to number of water points, the respondents’ responses were as presented in Table 5. Respondents were sure that the Donor funding has provided adequately enough water points with regards to sanitation in public secondary schools. The mean score was 2.50 with the standard deviation of 1.37. The deviation being value shows that the responses were very consistent to agreement that Donor funding provide enough water points. Also, parents have been involved in raising fund through donations from well-wishers and fundraising for the same.

With regard to solid waste disposal, the respondents’ responses were as presented in Table 5. Respondents agreed that the Donor funding has provided adequately solid waste disposal with regards to sanitation in public secondary schools. The mean score was 2.10 with the standard deviation of 1.08, the standard deviation being a low value shows that the responses were very consistent to agreement that Donor funding has provided adequately solid waste disposal in public secondary schools in Murang’a County.

Information on donor funding initiative on provision of classrooms in public secondary schools

School principals were required to state if the number of classrooms in public secondary schools has increased as a result of donor funding. The findings were presented in the Figure 2

Figure 2 Donor funding initiatives on provision of classrooms

The results in the Figure 2 indicate that majority (85%) of the school principals disagreed that the number of classrooms facilities in public secondary schools has increased as a result of donor funding. Minority (15%) of the school principals stated that donor funding has increased the number of classrooms facilities in public secondary schools in Murang’a County. There are several non-governmental organizations (NGOs) that provide funding for classroom construction in public secondary schools in Kenya. These NGOs often focus on improving educational infrastructure and access to quality education.

Adequacy of physical classrooms facilities

School principals were to indicate the appropriate situation of physical classroom facilities in their school. The findings were as presented in Table 6

Table 6 Physical classrooms facilities

The result in Table 6 shows that with regard to number of classrooms in relation to students’ population, the respondents agreed that the donor funding initiative has adequately provided classrooms that can accommodate the current number of students in public secondary schools in Murang’a County. The mean score was 2.74 with the standard deviation of 1.37. The deviation being a low value shows that the responses were consistent to the agreement that donor funding initiative has adequately provided classrooms in public secondary schools in Murang’a County.  Overcrowding schools have been linked consistently with increased number of students, which has affected students’ level of engagement, hence decreased academic performance.

With regard to number of chairs and rockers, it is notable in Table 6 respondents were certain that the number of chairs and rockers are adequately provided by donor funding initiatives. The mean score was 2.64 with the standard deviation of 1.02. The deviation being a low value shows that the responses were very consistent to the agreement that donor funding adequately provided chairs and rockers in public secondary schools in Murang’a County.

With regard to book shelves, it is notable in Table 6 respondents agreed that book shelves are inadequately provided through donor funding in public secondary schools in Murang’a County. The mean score was 2.38 with the standard deviation of 1.08. The deviation being a low value shows that the responses were consistent to the agreement that Donor funding initiative has inadequately provided book shelves public secondary schools. The respondents agreed that the available book shelves are provided by parents through extra fees they are charged by schools to bridge the gap. Parents have to dig deeper in their pockets to make sure that they provide the funding for purchasing new chairs and rockers and more so repair the broken ones.

With regard to classroom lighting, it is notable in Table 6 respondents agreed that Donor funding initiatives has adequately provided classroom lighting in public secondary schools in Murang’a County. The mean score was 2.16 with the standard deviation of 1.20. The deviation being a low value shows that the responses were very consistent to the agreement that Donor funding inadequately provided classroom lighting in public secondary schools in Murang’a County.

Information on donor funding initiative on the provision of accommodation facilities

School principals were to respond on the adequacy of the accommodation facilities through donor funding. The findings were presented in the Table 7

Table 7 Donor funding initiatives on provision of accommodation facilities

The findings in the Table 7, the study established that with regard to accommodation facilities in public secondary schools’ majority (92.1%) of the school principals disagreed that accommodation facilities in public secondary schools has increased as results of donor funding while minority (7.9%) of the principals agreed that accommodation facilities in public secondary schools has increased as a results of donor funding.

Adequacy of accommodation facilities in public secondary schools

School principals were required to rate the adequacy of the accommodation facilities. The findings were presented in Table 8

Table 8 Adequacy of accommodation facilities

The findings in the Table 8, established that with regard to adequacy of dormitories facilities, thirty-seven (37) respondents indicated that dormitories funded by Donor were adequate. The mean score of the responses was 2.32 with the standard deviation of 0.63, the deviation being too low value close to zero shows that the responses were very consistent to the agreement with adequate provision of dormitories in Murang’a county public secondary schools. Increase in donor funding can accelerates more provision of adequate dormitories that can accommodate more students hence support curriculum implementation due to adequate space for learners’ achievements.

With regard to adequate beds, it is noticeable in Table 8 that from 37 respondents, they all agreed that number of beds in Murang’a public secondary schools provided through donor funding are adequate. The mean score of the responses was 2.27 with the standard deviation of 1.61, the deviation being a low value shows that the responses were consistent to the agreement that Donor funding initiatives on provision of beds in public secondary schools in Murang’a County is very inadequate.

With regard to number of bathrooms, it is noticeable in Table 8 that from 37 respondents, they all agreed that the number of bathrooms in their boarding areas funded by Donor is adequate. The mean score of the responses was 2.27 with the standard deviation of 0.61, the deviation being a low value shows that the responses were consistent to the agreement that donor funding is adequately provided to provide enough bathrooms in public secondary schools in Murang’a County. The availability of dormitory facilities in different regions of Kenya especially in urban areas and well-established schools, dormitories are generally better equipped, while in rural and remote areas, there may be a greater need for donor funding to construct and maintain dormitories.

With regard to adequate number of toilets in the dormitories, it is noticeable in Table 8 that from 37 respondents, they all agreed that the numbers of toilets are adequately provided through donor funding. The mean score of the responses was 2.27 with the standard deviation of 0.61, the deviation being a low value shows that the responses were consistent to the agreement that donor funding initiatives on provision of adequate toilets in public secondary schools in Murang’a count is adequate.

Number of accommodation facilities due to Donor Funding

School principals were required to responds the increased number of accommodation facilities in public secondary schools as results of donor funding. The findings were as in the Table 9.

Table 9 Number of accommodation facilities due to donor funding

The findings in Table 9 indicate that majority (83.8%) of the school principals disagreed that the number of accommodation facilities in public secondary schools has increased as a result of donor funding. Minority (16.2%) of the school principals agreed that donor funding has increased the number of accommodation facilities in public secondary schools in Murang’a County

Funding for accommodation facilities deficit in public secondary schools

School principals were requested to respond on what they do to provide for the shortfall created by lack of enough funds for accommodation facilities. The findings are as shown in Table 10

Table 10 Funding for accommodation facilities scarcity

The findings in the Table 10, the study established that majority (72.0%) of the school principals agreed that due to inadequate donor funding on accommodation facilities they encourage parents to meet the scarcity. Parents are informed about the accommodation facilities in the schools and together with board of management (BOM) and parents Associations (P.A) they contributes addition fees to fill the gap created by inadequate donor funding. School communities, including parents, teachers, and students, may participate in fundraising efforts to support dormitory construction and maintenance. School Development Committees (SDCs) often lead these initiatives.

Some principals (18.0%) agreed that in their schools they organize harambee to cater for the scarcity, where they invite senior people in government who financially support the construction of accommodation facilities in public secondary schools in Murang’a County.

Also principals (8.0%) agreed that they have established income generating activities in their secondary schools to raise fund which facilitates development of accommodation facilities like dormitories. Odundo and Rambo (2013) emphasizes on the importance learning institutions coming up with of income generating activities. Those activities include daily cows’ keeping, poultry farming, rabbit keeping, pork keeping, bee keeping and school canteen, where the income generated is accumulated and used to develop accommodation facilities in public secondary schools in Murang’a County. Furthermore, (2.0%) of the principals seek credit from financial institutions to bridge the gap of donor funding in provision of accommodation facilities in public secondary schools in Murang’a County. (King’athia, 2013) who revealed that that income generating activities which could have eased the burden of educational financing were not fully exploited by school managers. It concluded that most principals lacked entrepreneurial and business skills to exploit income generating activities as an alternative source of education financing to promote students’ retention.

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The government has partnered with non-governmental organizations and development partners to support initiatives focused on improving sanitation in schools. These partnerships often involve funding for the construction of gender-segregated toilets, access to clean water, and hygiene education programs. Correspondingly, secondary schools’ Principals in Murang’a County also revealed the positive contributions of Donors in the enhancement of educational infrastructures in their schools. Impact of Donors funding on the questionnaire was exposed:

“…before the Donor funding-sponsored refurbishments, some of the classrooms were not in a good condition, the toilets we were using before were not in a good condition as well and they were not enough…” (Murang’a, 2023).

The study established that with regard to adequacy of biology laboratories and chemistry laboratories, physics laboratories, home science laboratories, computer laboratories, furniture, water storage facilities, apparatus and equipment’s in laboratories, book shelves, classroom lighting, students’ toilets, teachers’ toilets/latrines, visitors’ toilets/latrines, solid waste disposal, dormitories facilities, beds, number of bathrooms and the number of toilets which implies that the respondents indicated donor funding initiatives have inadequately funded physical infrastructure in public secondary schools. Power/lighting, number of classrooms in relation to students’ population, number of chairs and rockers and the number of water points which implies that the respondents were not sure whether donor funding initiatives have adequately funded physical infrastructure in public secondary schools.

The study established that majority of the school principals agreed that due to inadequate donor funding on accommodation facilities they encourage parents to meet the deficit. Parents are informed about the accommodation facilities in the schools and together with board of management (BOM) and parents Associations (P.A) they contribute addition fees to fill the gap created by inadequate donor funding. School communities, including parents, teachers, and students, may participate in fundraising efforts to support dormitory construction and maintenance.

Conclusion

Donor funding initiative has positively provided physical infrastructure in public secondary schools in Murang’a County. Though open enrollment in schools it is commendable in the provision of adequate physical infrastructures; inadequate classrooms, laboratories, sanitary facilities and accommodation facilities and structures. Overcrowding schools have been linked consistently with increased number of students, which has affected students’ level of engagement, hence decreased academic performance in Murang’a County secondary schools. Correspondingly, secondary schools’ Principals in Murang’a County also revealed the positive contributions of Donors in the enhancement of educational infrastructures in their schools. Impact of Donors funding on the questionnaire was exposed:

“…before the Donor funding-sponsored refurbishments, some of the classrooms were not in a good condition, the toilets we were using before were not in a good condition as well and they were not enough…” (Murang’a, 2023).

Recommendations of the study

1. Based on the literatures that were reviewed, the following recommendations are worthy of note for the achievement of physical infrastructure in public secondary schools:
2. Donors should conduct comprehensive needs assessments with schools and local education authorities to identify critical infrastructure gaps. Also prioritize funding based on urgency, enrollment, levels, and geographic equity (especially underserved rural areas)
3. Donor should use monitoring and evaluation framework to track outcomes and guide future decisions.
4. The private sector should cooperate with the government and other development partners in supporting the physical infrastructure through funding and material assistance. This should serve as part of cooperate social responsibility since good physical infrastructure also contribute to the provision of quality education through provision of conducive environment for teaching and learning.
5. The community leaders should mobilize parents /guardians, church leaders on the importance of assisting schools with finances so as to enable them develop physical infrastructure. There is also an urgent need to educate members of the community the importance and role of harambee.
6. Future research should explore on successful donor-funded projects to identify best practices.
7. Donor-school partnerships should be strengthened and improved, such as developing clear guidelines for donor engagement, capacity building for school management in resource utilization, and fostering long-term, sustainable funding models.
8. Exploring the challenges faced by local NGOs in maintaining long-term impact in funding school infrastructure.
9. The findings support those of Verkoren (2009), which suggested that local NGOs lack strategy, something which leads them to focus on projects with short-term impacts. The lack of long-term oriented strategies opens local NGOs to the influence of donor preferences, which lead to the distortion of the identity and even ownership of such an NGO. Hence, in their efforts to develop educational infrastructures NGOs do not have sustainable impact as they intend to because their projects have short term life spans.

REFERENCES

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