Influence of management factors on implementation of development projects in public secondary schools in Kieni West District, Central Province, Kenya
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Lack of physical facilities in many secondary schools across the country has hampered the learning process. In 2005, the government through the Ministry of Education started an approach known as 'Sector - Wide Approach (SWAP)'. This approach was meant to bring all the stakeholders on board for the purposes of coordination in provision of education. The government also developed Kenya Education Sector Support Programme (KESSP). The broad objective of KESSP was to give every Kenyan the right to quality education and training no matter his I her social or economic status. Successful implementation of KESSP has Jed to increased enrolment of primary schools. With FPE there has been increased enrolment in secondary schools, thereby calling for more physical facilities to cater for the swelling numbers. Many seco~ schools have undertaken many development projects in order to accommodate the increased number of students. However, the implementation of these projects bas been affected by various factors. This study sought to investigate the influence of management factors on implementation of development projects in public secondary schools. The main objective of the study was project financing which had led to delay in completion of development project in public secondary schools in Kieni West District, Central Province, Kenya. The study used descriptive design to gather information on the above factors. Descriptive design was also used to summarize, present and interpret the data collected. After data collection, the analysis was done using descriptive statistics and then presented in tabular form. The study revealed that the greatest challenge of project implementation in Kieni West District public secondary schools was project financing in that parents were not able to adequately finance the school projects. Other management factors that influenced school development projects were poor planning due to inadequate finances, laxity in monitoring of school projects as well as disputes between different stakeholders in schools. Knowledge skills and experience of school management in handling projects was also found out to have an influence on the way school projects were managed. The study recommended that among others, project management courses be offered in teachers training institutions because teachers later become project managers.