FACTORS INFLUENCING IMPLEMENTATION OF THE LAPTOP PROJECT IN PUBLIC PRIMARY SCHOOLS IN KENYA: A CASE OF KIAMBU COUNTY

Abstract

Purpose: The purpose of the study was to assess factors influencing implementation of the laptop project in public primary schools in Kenya: a case of Kiambu County.

Methodology: Cross sectional descriptive design was adopted in this study. This design was suitable for this study because it involves collection of cross-sectional data at one point in time. It did not require time series over several monitoring rounds of data. 

Results: Procurement procedures, financial constraints, teacher's capacity and power supply can be held responsible for influencing implementation of the school laptop project. The F-statistic (ANOVA) of the model indicates that the model has closeness of fit which means that the model is   statistically significant. The estimated parameters are statistically significant. The adjusted R squared coefficient (0.179) which is the coefficient of determination indicates that the explanatory variables accounted for 17.9% of the influence of school laptop project. This could be described as a moderate effect but the outcome of such a magnitude could cripple the entire implementation process for the school laptop project

Unique contribution to theory, practice and policy: The study recommends that the Ministry of education develops a policy framework that outlines the readiness indicators for each primary school with regard to the laptop project implementation. Conclusively, government should implement policies that will check on procurement policy manipulation, regulate political interference through infrastructural development and improved standards of management.

Purpose: The purpose of the study was to assess factors influencing implementation of the laptop project in public primary schools in Kenya: a case of Kiambu County.

Methodology: Cross sectional descriptive design was adopted in this study. This design was suitable for this study because it involves collection of cross-sectional data at one point in time. It did not require time series over several monitoring rounds of data. 

Results: Procurement procedures, financial constraints, teacher's capacity and power supply can be held responsible for influencing implementation of the school laptop project. The F-statistic (ANOVA) of the model indicates that the model has closeness of fit which means that the model is   statistically significant. The estimated parameters are statistically significant. The adjusted R squared coefficient (0.179) which is the coefficient of determination indicates that the explanatory variables accounted for 17.9% of the influence of school laptop project. This could be described as a moderate effect but the outcome of such a magnitude could cripple the entire implementation process for the school laptop project

Unique contribution to theory, practice and policy: The study recommends that the Ministry of education develops a policy framework that outlines the readiness indicators for each primary school with regard to the laptop project implementation. Conclusively, government should implement policies that will check on procurement policy manipulation, regulate political interference through infrastructural development and improved standards of management.