Funding Diversification and Performance of Education Projects Implemented by Non-Profit Organizations in Dadaab Refugee Complex, Kenya

Stanley Khaemba Kasembeli; Mary Nyawira Mwenda

doi:10.37284/ijar.8.1.3177

Stanley Khaemba Kasembeli University of Nairobi
Mary Nyawira Mwenda University of Nairobi

DOI: https://doi.org/10.37284/ijar.8.1.3177

Keywords: Funding Diversification, Education Projects, Dadaab Refugee Complex, Non-Profit Organizations, Project Performance

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Abstract

The performance of education projects is integral in protracted situations where refugees hope to find durable solutions to displacement from their countries. The Dadaab refugee complex is one such area that hosts thousands of school-going populations who rely on the performance of education projects. Studies have shown that a significant number of projects fail due to a myriad of challenges, including poor management strategies, which delay the project implementation and completion within the constraints of time while minimizing cost overruns. However, there are limited studies that have linked funding diversification to the performance of projects in emergency settings. Even though several studies on the performance of education projects have been conducted globally, there exist significant conceptual, methodological, and contextual inconsistencies that necessitate the present study to bridge these knowledge gaps. This study examined the influence of funding diversification on the performance of education projects implemented by Non-Profit Organizations (NPOs) in the Dadaab refugee complex in Kenya. The study was anchored on the charitable triad theory. The research adopted a descriptive survey design. A census approach selected all 20 education projects. Questionnaires were used to collect data from the respondents directly engaged in implementing the education programs in the Dadaab refugee complex. The unit of observation included 6 school principals, 22 head teachers, 20 learning centre heads, 36 boards of management (BOM) members, 20 education officers/coordinators, 15 program managers, and 2 Dadaab education directors. The study used descriptive statistics, Pearson correlation, and regression analyses to explain the relationship between funding diversification and project performance. Data was then presented in the form of frequency distribution tables. The study findings were that even though funding diversification had a positive relationship with the performance of education projects (r=0.799), it was not statistically significant (β = 0.039, p = 0.728). To improve funding diversification, there is a need for establishing multi-functional teams that conduct participatory assessments to inform communities' and NPOs' needs and match them with each donor type's rationale to support education programs.

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