| dc.description.abstract | The concept of stakeholder participation was embraced in response to inadequacies in
community development planning of 1950s and 1960s, which mainly adopted topdown
approach in decision making. In recent years, development agencies especially
governments and donor communities have embraced this concept in their WASH
programmes through their policies of decentralization, privatization and transparent
governance. This was informed by the fact that it played a major role in sustaining
community projects. In Kisumu West District however studies conducted on
sustainable measures on Water, Sanitation and Health (WASH) facilities by
SWASHPLUS in 2004 indicated that only 5 schools out of 55 that were piloted were
in usable, accessible and hygienic condition, this indicates that a high percentage of
the structures had become dysfunctional within a period less than ten years which is
below the expected life span of such structures. This study therefore investigated the
extent of the interaction between the pupils and overall planning of WASH projects
with a view to establishing whether this contributes to the fast rate at which the water
and sanitation infrastructure degenerates, the study concluded that pupil participation
in WASH projects was still wanting and needed to be extended to include issues
beyond behavior practice where a majority of pupils take part, the study
recommended that it is important that pupils be involved from project initiation to
designing and technology down to monitoring and evaluation of their usage in order
to ensure that they sustain. The objective of this study therefore was to assess the role
of pupils in sustaining WASH projects: Examine the role of pupils in planning
process, asses the role of pupils in implementation and management process as well as
examining the role of pupils in monitoring and evaluation of the usage of these
facilities. Study population involved pupils, teachers and key informants. A total of 67
schools having 19005 pupils, 547 teachers were used as well as CBOS and relevant
government agencies. Students size was determined by Cole's formula, while there
selection was done by probability sampling. School sizes was obtained by one third
rule as established by Elsevies, selection of teachers was by convenience sampling
while CBO's was by saturated sampling. Primary data was obtained through
questionnaires, in depth interviews and direct observation. Secondary data was
obtained from already available resources. All the data was analyzed continuously.
Descriptive techniques was used to represent qualitative data while quantitative data
was be analyzed by use of SPSS .The findings was given in form of a report | en_US |
