The influence of stakeholders' participation on completion of infrastructural projects in public secondary schools in Kitui west district.

Abstract

Education is generally recognized as a form of investment in human capital in support of economic benefits of countries (Ellis, 2005). This iswhy many governments, corporates, well wishers and non-governmental organization (NGOs) have totally committed themselves to education for all. Poor secondary school infrastructure is one of the major barriers to improving performance to secondary education in Kenya (Jackson, 2005). Empirical data shows that physical facilities are an important factor in both school attendance and achievement. For this reason, secondary school infrastructure is very important. Over time, parents and communities have been responsible for and have willingly made substantial investments in secondary school infrastructure. Development partners, Non- governmental Organizations (NGOs), churches and individuals have also made a contribution, often in support of community development. For a long time, there has been a major backlog of school infrastructure provision and lack of permanent classrooms particularly in areas occupied by poor communities (James, 1988). At the same time, existing school infrastructures are generally in poor conditions due to poor construction standards, lack of investment capital and inadequate maintenance. With the significant increase in secondary school enrolment, following the introduction of Free Primary Education in 2003, additional pressure has been put on existing secondary school infrastructure (Kyambalesa, 2010). The results of the sharp rise in numbers are poor conditions and overcrowding that are not conducive to good learning environment. The national commission on excellence in education capacity research practicum and policy makers (Ministry of education, 2006) recognized that building education capacity was a