MONITORING AND EVALUATION PRACTICES AND PERFORMANCE OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS’ PROJECTS IN KENYA
Abstract
TVET institutions projects in Kenya have experienced minimal performance and compilation and provision of TVET institutions projects information related to performance of the projects is unsystematic, inconsistent, unrelated, slow to reach decision makers and difficult to receive. The reason as to why the TVET institutions projects have low performance despite getting huge support from development partners and National government respectively is something to be answered. The general objective of this study is to determine influence of monitoring and evaluation practices on performance of projects in TVET institutions in Kenya. The specific objectives were to establish the influence of involvement of M&E stakeholders, and M&E reporting on performance of projects in TVET institutions in Kenya. The study targeted all the public TVET institutions (National Polytechnics and Technical and Vocational Colleges) in Kenya. Questionnaires was the data collection instruments. It consisted of both structured and open-ended questions and administered through an online platform. Quantitative and qualitative data were sorted, coded, cleaned, analyzed, and presented in the form of frequency tables, bar graphs and pie charts. Descriptive and inferential statistics was used in data analysis. The analyzed data was presented using bar graphs and tables. The study found out that the stakeholder involvement and budgetary allocation positively influences the project performance in the TVET institutions and were statistically significant. The study recommended TVET institutions to develop comprehensive monitoring and evaluation plans, foster strong relationships with stakeholders, establish systematic reporting procedures and budget for monitoring and evaluation activities.
Key Words: Monitoring and Evaluation Practices, M&E Stakeholder Involvement and M&E Budgetary Allocation
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