PROPOSAL FOR FUNDING
PROJECT TITLE
PURCHASING OF ONE (1) ACRE PIECE OF LAND FOR ST.
MICHAEL NASAKA SECONDARY SCHOOL.
DONOR AGENCY
KABUCHAI CONSTITUENCY NATIONAL GOVERNMENT CONSTITUENCY DEVELOPMENT FUND (NG-CDF)
IMPLEMENTING SCHOOL
ST. MICHAEL NASAKA SECONDARY SCHOOL
P.O BOX 1659 – 50200, BUNGOMA, KENYA
LOCATION OF THE SCHOOL
NASAKA COMMUNITY
CHEKULO SUB – LOCATION
LUUYA LOCATION
NALONDO DIVISION
BUNGOMA CENTRAL SUB-COUNTY
KABUCHAI CONSTITUENCY.
BUNGOMA COUNTY.
CONTACT PERSON
MRS. LINET………
PRINCIPAL/PTA/BOM SECRETARY.
TEL. NO. 0799901487.
AMOUNT REQUESTED;
KSHS 3,000,000.00
DATE OF SUBMISSION
APRIL 2024
Table of Contents
EXECUTIVE SUMMARY ......................................................................................................................1
1.0 INTRODUCTION ...........................................................................................................................2
2.0 NEEDS ANALYSIS AND JUSTIFICATION .........................................................................................3
3.0 PROJECT DESCRIPTION, GOALS AND UNDERLYING OBJECTIVES ..................................................4
4.0 PROJECT DETAILS ........................................................................................................................4
4.1 ILLUSTRATION OF THE PROJECT’S SPECIFIC GOAL .......................................................................5
4.2 TIMELINES FOR PROJECT’S KEY IMPLEMENTATION ACTIVITIES AFTER SANCTIONING .................6
5.0 KEY ELEMENTS TOWARDS ACHIEVING THE PROJECT GOAL .........................................................6
6.0 PROJECT BENEFICIARIES AND OVERVIEW OF INVESTMENT AREA OF PRIORITY ...........................8
7.0 OUR COMMITMENT TO A CULTURALLY RESPONSIVE EDUCATION SERVICE DELIVERY .................9
8.0 PROJECT RISKS AND CONSTRAINTS ...........................................................................................10
9.0 PROJECT IMPACT MODEL ..........................................................................................................10
10.0 MONITORING AND EVALUATION ............................................................................................12
11.0 SUSTAINABILITY ......................................................................................................................12
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Executive Summary
The purpose of this request for funding is to provide information on the need to purchase for the
School at St Michael Nasaka Secondary School after carrying out a needs assessment within the
School’s Community through observation. This proposal gives an outline for the need of
additional infrastructure due to ever increasing Student enrolment.
St Michael Nasaka Secondary School and the Nasaka Community have jointly submitted this
proposal. The School is a fully Government sponsored Public Boys & Girls day Sub - County
Level Secondary School focusing on enhancing Students to quality education, Information
technology and life skills for sustainable development and self-reliance. It has the moral duty
like any other public school to ensure quality and increased transition rate from primary to good
secondary education.
The school started in the year ……… and the initiative was spearheaded by the need to
eradicate illiteracy in the entire Nasaka community increase the transition from Primary to
Secondary Education especially for the children from the needy/poor backgrounds.
The school domesticated goal is to build a permanent government learning Institution that can
increase the extent, effectiveness and efficiency by which learners can take responsibilities for
development of their talents, skills and knowledge for socio – economic and industrial growth.
St Michael Nasaka Secondary School has successfully implemented funded projects by it’s
Sponsors; the Catholic Church and through Kabuchai Constituency National Government Constituency Development Fund (NG-CDF). The School received funds from NG-CDF;
Kabuchai Constituency that was successfully used for the construction of classrooms. The does
not have enough land for expansion as a result of the ballooning Leaners enrollment thus the
need to solicit for funds to acquire an extra one (1) Acre piece of land for expansion.
Education to the young population is the single most important means by which individuals and
society can improve personal endowments, build capacity levels, overcome barriers, and expand
opportunities for a sustained improvement of their wellbeing. It is the pillar of national
development, for it is through this that the nation obtains skilled manpower to serve in different
sectors of the economy. The emphasis on quality Education for Sustainable Development, (ESD)
is key to creation of Kenya’s comparative advantage in many areas and a sure means of
effectively coping with reduction in poverty, climate change, disaster risk reduction, gender
equality, biodiversity and sustainable consumption in achievement of the Sustainable
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Development Goals, (SDGs). Education is of most significance in the confidence it creates
within individuals to easily adapt to changing environments socially, geographically,
economically, politically and globally.
Despite the Kenyan Government’s initiative and the adoption of the Sustainable Development
Goals to make education affordable, many School going children remain out of school due to
general inhibitory costs of Administration, stationery, boarding, school uniform and food. The
specific critical factor for School going children remaining out of school is the inadequacy of
school learning infrastructure. It is from this need that the School’s Board explores the avenues
to share and partner with the County and National Government – Constituency development
fund (NG-CDF) through this Project Proposal for the purchase/acquisition of the School’s land
to ensure the locality’s demands for Education for Sustainable Development of young boys and
girls in Nasaka Community and it’s surrounding environment are met.
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1.0. Introduction/About us.
1.1. Name and Location
St Michael Nasaka Secondary School is found in Nasaka Community, Chekulo Sub Location,
Luuya Location, Nalondo Division, Bungoma Central Sub - County in Bungoma County.
Politically it’s found in Luuya/Bwake Ward, Kabuchai Constituency.
1.2. Growth and Development.
The school started in the year ……… Sponsored by the Catholic Church. It has gradually over time
steadily grown to a fully government sponsored Public Boys & Girls mixed Secondary school.
At inception, the school was a single stream and today we boast of a double stream population of
more than 300 Leaners. We are located within the Nasaka Community of Kabuchai Constituency. We sit
on a two acre piece of land of land and are endowed with a teaching staff of …... ….. Non –
teaching staff. The School has …….. permanent classrooms, ……… semi - permanent classrooms,
playing field, an archaic Puchase and acquisition of the School Land, a kitchen, male and female
student toilets and a borehole that supplies clean drinking water. In our endeavor to make quality
Basic education accessible to all School going children in Nasaka, we have the potential and feel
obligated to partner with our National and County Government, other Civil Society Organizations
and persons of goodwill towards the realization of our mandate.
1.3. Collaboration and Networking.
The school since inception has collaborated and networked with and not limited to Nasaka
Community, The Church, Ministries of Education and Health, Bungoma County Government,
National Government - Constituency Development Fund Kabuchai Constituency, PTA and BOM.
1.4. The school long term goals

To achieve the Kenya National goals of Education.

To provide a fair and just learning environment for the Students to excel Secondary
education.

To ensure high transition to secondary education.

To develop a strong public understanding, realization, recognition and link to the
community.
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Mission Statement: We are committed to providing quality and affordable education to all
Vision Statement: To provide holistic education and promote moral values that will equip the
Student in facing and overcoming life’s challenges
Core Values

Commitment

Partnerships

Integrity and Discipline

Teamwork

Responsiveness

Respect

Environmental Soundness

Student Centered Development
1.5. Composition of staff.
The school is currently under a new, vibrant and visionary Principal. It is composed of ……. teaching
staff, TSC, … and …… PTA. It has ………. non – teaching staff. It has a PTA and BOM.
1.6. The School Activities.

Teaching.

Assessment and evaluation.

Guidance and counseling.

Co - curricular activities.

Establishment and improvement of physical facilities.
1.7. Accomplished activities.

Registration of the school.
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1.8. Previous donors.
The school has entirely relied on the Catholic and NG-CDF for financial support. It has over the
past years received funding from Kabuchai Constituency National Government - Constituency
Development Fund.
2. Problem statement.
The project has grown out of the suffering of the Students in this school due to inadequate
infrastructure. Section 7 of the children Act (2002) provides that every child shall be entitled to
education, the provision of which shall be the responsibility of the Government and parents. Further
every child shall be entitled to free basic education which shall be compulsory in accordance with
article 28 of the convention on the rights of the child. Kenya launched the free primary education
(FPE) in 2003 as a strategy to attain Education to all by 2015 (Kenya National Development Report
2006), the FPE has been exerting pressure on enrolments in Public primary Schools. FPE made
most parents to withdraw their full support to schools especially on financial contributions. The
FPE funds received cannot fully help in putting up other new classrooms, renovate all the existing
buildings and purchase all the essential facilities. Diminishing Nasaka Community support has led
to greater financial burden on the government which has now become irregular, inadequate and
inconsistent in disbursement. Children from poor families in this community are not explicitly
advantaged, their Educational needs and interest are overlooked and subsumed.
3. Justification
3.1. History of the area and people.
Nasaka Community is made of relatively flat landscape. The land is made of a mixture of sand and
loam soils. The project area has no forests due to sugarcane plantations, illegal timber harvesting,
charcoal burning and demand for firewood as the only available source of fuel. Clearance of
vegetation cover has led to soil erosion and silting of some rivers. Due to population pressure, land
has been sub – divided into smaller units to enable settlement and farming. Sugarcane farming has
exacerbated food insecurity as most people have dedicated their potential farms to sugarcane
growing which takes up to 18 months to mature. This compounded with poor, delayed payments
and price fluctuation, many farmers are not able to take much action in the development strategies
which further give support to the school. Many homes are headed by women due to the prevalence
of HIV/AIDS.
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3.2. St Michael Nasaka Secondary School involvement.
Surveys reveal that education is an essential foundation for the process of enabling individuals to
realize their potentials and make use of resources for positive living. In order to promote the
education in this community and enhance good academic performance, the school administration
has the obligation to seek for funds to Purchase land and construct more Educational infrastructure
for ease and comfort of both School’s students and Staff. This will go a long motivate to motivate
them to deliver on their expected results.
4.0. Project methodology; goals & objectives.
4.1. The main goal.

To build a permanent Government learning institution.
4.2. Specific objectives.

To provide an enabling and more just learning environment for provision of quality
education.

To enhance modern and equipped physical facilities in school that can offer reliable and
competitive education.

To produce a more reliable, acceptable and competitive human resource for National and
international markets.
4.3. Project Activities.

Purchase of the School Land.
5.0. Anticipated results.
5.1. Expected results and outcomes.

Purchase and acquisition of the Land.
5.2. Expected assumptions.

Increased and improved academic performance.

Provision of a more just environment for learning.

Attraction of large student enrolment.
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5.3. Project beneficiaries and overview of investment area of priority

Learners.

Teachers.

Non – teaching staff.

The community.
The construction of the Purchase and acquisition of the School Land will directly benefit the Community
and the society beyond through:

Increased Student enrollment for a chance of enhancing their academic and social advancement
and that of the Nation

Creation of jobs in teaching and non - teaching staff. The Purchase itself will lead to construction
of several infrastructural facilities that will be a boost to the local economy providing employment
to many youth and distract them from crime and other antisocial behaviors

The increase in student population will create demand for a greater variety of school supplies all
benefiting the community and beyond

Greater educational access to the local community will translate into a more skilled workforce that
is a necessary catalyst for social advancement
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6. Monitoring and Evaluation.
The project management team will supervise the Purchase of Land and further construction
projects while the School’s infrastructural committee will monitor its progress. The committee
will assess the progress of the project through periodic review meetings with the project
management team and the Ministry of Lands. The Committee will conduct periodic evaluation
of the various parameters embedded within the Tender Contractual Agreement and Bill of
Quantities in assessing the progress in qualitative and quantitative terms. The committee will
provide monthly progress reports regarding construction works to the School’s Board of
Management.
Monitoring and evaluation of the project shall be carried out at every stage of the project
implementation and put in place appropriate corrective measures to ensure success. Tools to be
used shall include; the physical facilities, payment vouchers, receipts, Bills of quantities,
delivery notes, minutes etc.
The school administration, the BOM, PTA, Donor agency, The Church and the Ministry of
Education will conduct monitoring and evaluation.
7. Project management plan
Overall implementation of this project will be managed by the school Administration in
collaboration with the BOM and PTA under the supervision of relevant authorities. The Board
will ensure the entire tendering and contractual are followed. The community members will
provide skilled & unskilled labour and water during project implementation.
8. Dissemination of information.
Immediately the school receives funding, an acknowledgement letter will be written to the
donor to acknowledge receipt of the proposed funds. Then the other relevant procedures to
follow for appropriate participation and involvement by all.
9. The priority area.
To enhance, provide an enabling and a more just learning environment for academic
excellence.
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10. Potential impact

Provision of learning and information facilities that will equip learners with knowledge and
skills for self – reliance.

Reduction of dependency ratio and consequential poverty in Nasaka Community.
Illustration of the project’s specific goal
Desired Result
Key Strategic Activities
Indicators
Performance
Commitment
Construction of
 Consultations
with  Minutes
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education facilities and a
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7.0 . Our Commitment to a Culturally Responsive Education Service Delivery
We have vested principles that reflect our commitment in undertaking culturally responsive services
to create positive outcomes for our Leaners. We demonstrate capacity to institute these principles
through routine tasks toward Leaner centered services that are culturally:
Competent: We demonstrate this through a set of congruent behaviors, attitudes, and policies that
come together in our teaching profession enabling us to work effectively in cross cultural situations.
We have the ability to honor, understand, and respect beliefs, lifestyles, attitudes, and behaviors
demonstrated by diverse groups of guardians and students, and to diligently act on that
understanding. We have functioned effectively in the midst of cultural differences. We are armed
with knowledge of cultural differences, are aware of individual cultural values, and ability to
consistently function with members of other cultural groups
Responsive: To cultural needs of diverse student population; we have the capacity to effectively serve
and engage students of diverse backgrounds. Nasaka School commits to practicing cultural
responsiveness throughout all structural levels including policy, governance, staffing, and service
model and delivery. We make every effort to recruit and retain a work force (paid and voluntary)
and decision making bodies that are reflective of the target student population
Relevant: We accommodate and address the cultural needs of diverse student populations whose
models of engagement or cultural standards differ from mainstream practices. We are staffed with
teachers who have the cultural capacity to create authentic and effective relationships and provide
congruent services for students from specific cultural groups and communities. Our commitment
and experience also reflects effective, mutually beneficial relationships with other organizations, (the
County Local Administration, Civil Society Organizations and Community networks) that are
reflective of the Community we serve
Accessible: Through location and delivery style; we have the capacity to overcome mainstream
barriers and provide effective teaching services that enable students to easily access a chance to
secondary education
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8.0 Project Risks and Constraints
The following issues may pose challenges to the construction:

Delays in construction approval from the County or National Government. Approval has been
previously granted for other school buildings and we anticipate approval before the second
month after sanctioning of project

Buy in of the project from village leaders: Given our experience with the community, we are
confident that this will not pose a challenge

Class disruptions during construction: We anticipate to begin construction after securing the
necessary resources. Our counter measure is to put up semi-permanent classes away from the
construction site
9.0
Monitoring and Evaluation
The project manager will supervise the construction while the School’s infrastructural committee
will monitor its progress. The committee will assess the progress of the project through periodic
review meetings with the project manager and contractor. The Committee will conduct periodic
evaluation of the various parameters embedded within the Tender Contractual Agreement and Bill
of Quantities in assessing the progress in qualitative and quantitative terms. The committee will
provide monthly progress reports regarding construction to the School’s Board of Governors.
Internally, the Board of Governors will assess the project impact after completion of the purchase and
acquisition of the School Land in terms of increase in Student’s enrollment, change in the learning
environment, status of academic performance and general improvement in the infrastructure status
of the school. Externally, it will provide an evaluation of the project impact within the immediate
locality that will be used to gauge the success of future projects. It will give its findings in the final
report not later than 6 months after completion of the project.
10. Sustainability.
St Michael Nasaka Secondary School being a Government Public School will still continue
receiving Government capitation funding and NG-CDF Kabuchai Constituency the School’s
development, maintenance and purchase of instructional materials after this major project is
complete.
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