Project Design and Education Service Delivery in Secondary Schools in Uganda
Ndejje University Journal Of Interdisciplinary Studies,
Volume 2, Issue 1 [March 2026]
eISSN::3079-7683
DOI: https://doi.org/10.64080/ndujis.2026.1.1.March011
1.Mark Kasibante, Ndejje University Uganda, mkasibante@gmail.com,
2.Robert Frank Kyagaba, Ndejje University Uganda, fkyagaba@ndejjeuniversity.ac.ug
3.Geoffrey Ssebabi Mutumba, Ndejje University Uganda, gmutumba@ndejjeuniversity.ac.ug
ORCID: 0000-0001-9535-7659
Abstract
This study investigates the impact of project design on education service delivery (ESD) in Uganda. The study seeks to establish the relationship between Objective Clarity, stakeholder engagement, resource allocation to ESD in Uganda. The descriptive, correlational and causal relationship research design, The descriptive design was used to comprehensively document the existing project design practices while the correlational and causal relationship design was suitably used to establish the nature of relation between variables of interest. The regression coefficients indicated stakeholder engagement exhibiting a significant relationship on educational service delivery (coefficient of 0.698, a t-value of 15.549, and a p-value of 0.000. Given that the p-value was below 0.05), the unstandardized coefficient (B = 0.752) indicated that for every one-unit increase in stakeholder engagement, education service delivery improved by 0.752 units. There is a statistically significant relationship between clarity of objectives and the quality of ESD. It recommended that all school projects have clearly and well-communicated objectives that align with both institutional goals and national education priorities. School administrators should develop formal mechanisms, such as regular staff meetings, circulars, and noticeboards, to communicate project aims so that all teachers, support staff, and students understand their responsibilities and the expected outcomes. Project activities should be strategically aligned with broader educational objectives, ensuring that resources, instructional time, and tasks are prioritized to optimize learning outcomes.


























