The performance of Muslim Founded educational institutions has picked a lot of interest globally over the years. The Uganda Muslim Supreme Council established structures at different levels of administration to participate in the monitoring of Muslim-founded Schools. This study premised on Osborne and Gaebler's (1992) constructs of monitoring, aimed at investigating how monitoring skills of the foundation body representatives on the School Management Committees contribute to the performance of Government Aided Muslim Founded Primary Schools in Uganda, taking a case of the BMDC. A descriptive cross-sectional survey design was adopted for this study, with quantitative and qualitative data approaches, while multivariable linear regression was used to obtain the magnitude of the contribution of SMC monitoring skills to the performance of the primary schools under BMDC. The study revealed that monitoring skills have a positive correlation with the performance of the Government Aided Muslim Founded Primary Schools, though, the correlation is moderate. The moderate correlation is caused by insufficient monitoring skills exhibited by the foundation body representatives in areas such as the development of performance indicators, collection of relevant data during monitoring, designing of monitoring tools, and usage of appropriate methods during monitoring. The study, therefore, concluded that such insufficient monitoring skills have hindered them to adequately monitor which has partly affected the performance of the schools. It is as such recommended that BMDC needs to incorporate specific non-financial empowerment capacity-building components into school activities tailored to train the members on the SMC in aspects of monitoring and evaluation, adult literacy, and financial literacy for improved skills, knowledge, and leadership.

Globally, monitoring and evaluation have taken centre stage in the development process. This is due to the fact that without measuring progress and performance, organisations may not know whether they are achieving. It has been observed over the years that Muslim-founded educational institutions have suffered performance issues the world over. In Uganda, it has been noted that Muslim-founded primary schools attempt to involve School Management Committees during monitoring activities. However, the report of BMDC (2018) indicates that the performance of Government Aided Muslim-founded Primary Schools was wanting. This study premised on Osborne and Gaebler’s (1992) constructs of monitoring, aimed at investigating the contribution of monitoring principles adhered to by the SMCs on the performance of Government Aided Muslim-founded Primary Schools in Uganda, taking the case of BMDC. A descriptive cross-sectional survey design was adopted for this study, with quantitative and qualitative data approaches, while linear regression was used to obtain the magnitude of the contribution of monitoring principles to the performance of primary schools under BMDC. The study found out that the monitoring principles adhered to by the SMC were wanting and, therefore, may have affected the performance of the schools. The study concluded that monitoring principles strongly contributed positively to the performance of the Muslim-founded Primary Schools. It is as such recommended that BMDC needs to establish an M&E framework which would ably inform monitoring principles for the SMCs.