Factors influencing sustainability of donor funded educational projects in Kenya: a case of free primary education programme in Korogocho slums
Uyoga, Christine A
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Provision of education is a government's primary responsibility. Donor agencies involvement in education sector is expected to have a complementary role which also requires mechanisms to ensure sustainability of the initiatives. However, there tends to be overreliance on donor aid not only in the education sector, but also in other development sectors as well. This has been a practice in Kenya for a long period of time despite the economic growth and free primary education realized in the last one decade. Primary schools in urban slums still face socio-economic challenges which impacts on education outcomes despite the interventions by government boosted by donors support. This raises a concern on the sustainability of interventions of the donor-funded projects. There are very few empirical studies undertaken to examine the factors that influence sustainability of donor funded education projects in the slum areas and therefore there is no clear understanding of the relationship. The study therefore investigated factors that influence sustainability of donor funded educational projects, in particular free primary education in Korogocho urban slums in Nairobi; which include stakeholders' participation, project funding period and level, project organization management practices and government policies. The target population for the study was 20 primary schools in Korogocho and 5 donor organizations. Korogocho is located in the Kasarani Division in eastern Nairobi, approximately 11 kilometers from the central business district. It is estimated to house between 100,000 and 120,000 people on 1.5 square kilometers of land owned by the Government of Kenya. The study was a descriptive survey design. A sample of 90 respondents was selected for the study. Stratified and purposive sampling procedures were used. The study used self administered questionnaires in collection data. Quantitative and qualitative methods were used to analyze data with descriptive analysis being employed. The findings show that funding for free primary education is inadequate and unreliable. The schools however have the untapped potential to mobilize other resources and therefore training is necessary to enhance this capacity. The study further establishes that there was adequate consultations and participation of stakeholders in the programme. The study proposes further research into the extent to which other development sectors such as health are contributing to free primary education.