Performance measurement framework for revenue-generating projects in schools: Seke district case study.

Abstract

The purpose of this study is to develop a performance measurement framework for revenue-generating projects in Seke District, Zimbabwean schools. Schools have faced declining government funding and have turned to entrepreneurial schemes to fill financial gaps. The Ministry of Primary and Secondary Education has also proactively been pushing for schools to implement large income generating schemes in accordance with the National Development Strategy (NDS). However, these projects lack a common measurement language, making them difficult to sustain, hold accountable, and align with educational strategy. The study employed a mixed-methods case study approach. The qualitative data was collected using semi-structured interviews of four key informants. One school head from each cluster. Quantitative data were collected through a survey of 62 respondents (school heads, SDC chairpersons, project managers) from 23 sampled schools. Quantitative analysis used descriptive statistics, factor analysis, and multiple regression in Jamovi. Qualitative data were analysed thematically using manual coding. The findings revealed that 85.5% of schools lack a proper performance measurement system, whereby reviews occur occasionally, and they are crisis oriented with success being measured only in terms of money. The factor analysis uncovered two dimensions for the critical success factors, namely "Governance and Financial Management" and "Community and Educational Fit". The recommended four-perspective approach (Financial, Stakeholders, Processes, Learning & Growth) was considered useful or extremely useful by 85% of the respondents and 85.4% expressed their intentions of adopting it. The research study concludes that a simple multi-perspective model can be utilized to increase sustainability and educational fit. The recommendations include: statutory requirement for performance measurement, incorporation of training, support units from the district, and staged implementation.