Influence of National Government Constituency Development Fund Projects Strategic Planning on School Performance: A Case of Public Primary Schools in Kiharu Constituency, Murang’a County, Kenya

Abstract

Basic education remains a pivotal driver of social and economic development, with growing global
emphasis on improving both access and quality. In Kenya, the 2003 Free Primary Education
(FPE) policy significantly expanded access, but overcrowded classrooms, inadequate resources,
and poor infrastructure continue to undermine education quality. The National Government
Constituencies Development Fund (NG-CDF), formerly known as the Constituencies Development
Fund (CDF) upon its establishment in 2003, has played a pivotal role in improving educational
infrastructure, providing learning materials, and enhancing teacher capacity at the constituency
level. Since its inception, NG-CDF has facilitated the establishment of 3,087 schools, including
1,369 primary schools, accounting for 26.6% of new schools built nationally between 2003 and
2023. In Kiharu Constituency, all 112 public primary schools have benefited from NG-CDFfunded projects, substantially improving the learning environment. However, the extent to which
these projects impact school performance depends largely on the quality of strategic planning and
implementation. This study examined the influence of strategic planning in NG-CDF-funded
projects on the performance of public primary schools in Kiharu Constituency, Murang'a County.
Using a descriptive correlational design, the study targeted all 112 public primary school head
teachers, with 100 responding to the structured questionnaire based on a 5-point Likert scale.
Data were analyzed using descriptive statistics, Spearman’s correlation, and regression analysis.
Grounded in Total Quality Management (TQM) and Goal Setting Theory, the study focused on
three key dimensions of strategic planning: clarity of project objectives, comprehensiveness of
plans, and alignment with stakeholder needs. The findings revealed a strong positive correlation
(r = 0.819, p < 0.01), with strategic planning accounting for 78% of the variance in school
performance. Key factors contributing to school performance included clear project objectives (M
= 3.87), alignment with school goals (M = 3.87), alignment with local Community educational
needs (M = 3.82), and effective resource identification (M = 3.78). Despite these successes,
challenges emerged in ensuring consistent stakeholder input, maintaining engagement, and
conducting regular reviews, which affected the process's effectiveness. The study recommends
strengthening leadership capacity in strategic planning, institutionalizing periodic plan reviews,
and enhancing stakeholder engagement throughout all project phases. These findings provide
valuable insights for policymakers, education managers, and researchers involved in NG-CDF
and broader educational project development and management.