NATIONAL GOVERNMENT CONSTITUENCIES DEVELOPMENT FUND AND SOCIAL INCLUSION IN PUBLIC SECONDARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA
NATIONAL GOVERNMENT CONSTITUENCIES DEVELOPMENT FUND AND SOCIAL INCLUSION IN PUBLIC SECONDARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA
Cheptoo Peter Kosgei - Student, Master of Arts in Public Policy and Administration, Kenyatta University, Kenya
Felix Kiruthu - Lecturer, Department of Public Policy and Administration, Kenyatta University, Kenya
ABSTRACT
Fiscal devolution has been implemented across the world in developed and developing countries with the aim of promoting social inclusion, as well as combating social exclusion and poverty. This type of financing has enabled countries across the world to empower communities and address the unique and diverse needs of communities at large. However, in Kenya, the contribution of fiscal devolution to education and its connection to social inclusion have not been fully explored, hence the need for conducting the current research. Major aim for this paper was to explore influence of National Government Constituencies Development Fund on social inclusion in public secondary schools in Nairobi City County, Kenya. Specific objectives were to examine how NG-CDF has influenced social inclusion by the provision of classroom infrastructure, school fees bursaries, and school feeding programs in Embakasi West, Kenya. Research was informed by social inclusion theory and stakeholder theory. Research utilized a descriptive research design. Target population for this paper was principals in 58 public secondary schools in Embakasi West Constituency, the BOM chairmen, and PTA representatives. The study also included the Subcounty director of education and the Subcounty CDF chairperson as key informants. Slovin’s formula served to obtain 120 respondents sample size. Stratified sampling was utilized to select the principals, BOM chairmen, and PTA representatives. On the other hand, purposive sampling was used to select the Subcounty director of education and the Subcounty CDF chairperson. The study utilized primary data, which was collected through semi-structured questionnaires and an interview guide for key informants. The pilot study comprised 12 public secondary school Principals from Lang’ata Subcounty. Data analysis was conducted via SPSS v29 incorporated descriptive as well as inferential statistics. Descriptive statistics included frequencies, means together with standard deviations. Inferential statistics involved Pearson’s correlation and linear regression analysis. Qualitative data from interviews were analyzed employing content analysis, with outcomes tabulated and displayed in figures. Research outcomes findings indicated that NG-CDF classroom infrastructure has a positive as well as notable influence on social inclusion. It was also established that NG-CDF school fees bursaries positively and significantly influenced social inclusion. Furthermore, a positive together with significant association was discovered amisdt NG-CDF school feeding programs and social inclusion. Conclusion was made that NG-CDF investments in classroom infrastructure, school fees bursaries, and feeding programs enhance social inclusion in Embakasi West schools and it does so enhance attendance, retention, and learner participation. Learners from different backgrounds are supported by adequate classrooms that are well equipped. Learners including those with disabilities are also helped with fair and timely bursary disbursement. These factors enable smoother transitions across class levels. Inclusion is further reinforced by school feeding program ensuring all learners particularly most vulnerable are able to consistently engage in learning activities. Research recommends that school administrators and teachers should prioritize creating structured programs that complement existing NG-CDF interventions. These entail mentorship initiatives as well as peer support programmes that target learners from disadvantaged backgrounds. Developing complementary policies should be considered by MoE to ensure consistent funding and oversight of school feeding programs and bursary schemes so as to minimize variations in implementation across schools.
