Resource Management Techniques and Sustainability of Communication Authority (USF) Funded Internet Connectivity Project in Public Schools in Trans-nzoia County, Kenya

Abstract

The sustainability of internet connectivity projects in schools will be crucial for promoting equitable access to digital resources and enhancing the quality of education. This study investigated the sustainability of internet connectivity projects funded by the Universal Service Fund (USF) in public schools in Trans-Nzoia County, Kenya. The main aim was to understand how different resource management techniques, such as building technical capacity, mobilizing resources, adopting new technology, and involving stakeholders, impact the long-term success of these projects. The study was guided by three key theories: The Resource-Based View (RBV), the Theory of Constraints (TOC), and the Stakeholder Theory. The Resource-Based View (RBV) suggested that the sustainability of these projects depended on effectively managing valuable, rare, and unique resources, such as funding, technical support, and community involvement, to achieve long-term success. The Theory of Constraints (TOC) focused on identifying and addressing the main challenges that limit project performance, such as funding shortages and technical issues, to enhance project sustainability. The Stakeholder Theory highlighted the importance of engaging various stakeholders, including school administrators, teachers, students, community members, and funding organizations, to ensure that the project meets their needs and continues to be supported over time. The study was based on four specific objectives: to determine how building technical capacity influences the sustainability of the USF internet connectivity project for public schools in Trans-Nzoia County, to establish the impact of resource mobilization on the sustainability of the USF internet connectivity project in these schools, to assess the role of technology adoption in ensuring the sustainability of the USF internet connectivity project for public schools in the county and to examine the influence of stakeholder involvement on the sustainability of the USF internet connectivity project in these schools. A descriptive survey research design was used to collect data from 30 schools where the project was implemented, targeting 143 respondents, including ICT teachers, head teachers, community members, and project managers. The findings provided valuable insights for policymakers, educational institutions, and stakeholders, highlighting the importance of community involvement, continuous capacity building, and effective resource allocation to bridge the digital divide and improve educational outcomes in underserved regions. Data collection involved structured questionnaires and interviews, analyzed using descriptive statistics and multiple regression to identify significant relationships. Key findings indicated that technology adoption and technical capacity building were the most influential factors in project sustainability, followed by resource mobilization and stakeholder involvement. Challenges noted included inconsistent funding, inadequate training, delayed adoption of technological updates, and communication gaps with stakeholders. The study concluded that effective resource management and comprehensive stakeholder engagement are essential for sustaining internet connectivity projects. Recommendations included increasing training frequency, diversifying funding sources, prompt technology updates, and strengthening communication with stakeholders. The study emphasized the need for policies fostering long-term resource allocation and proactive community involvement. Future research was suggested to explore additional digital tools and conduct comparative studies in various counties to generalize findings and enhance project framework