Stakeholder Capacity Building in Monitoring and Evaluation and Performance of Literacy and Numeracy Educational Programme in Public Primary Schools in Nairobi County, Kenya

Abstract

To create a radical change within the educational system in public primary schools in Kenya, there is need to invest more on stakeholder capacity building specifically on monitoring and evaluation educational programme. The purpose of this article is to establish the extent to which stakeholder capacity building for monitoring and evaluation influence performance of literacy and numeracy educational programme. Despite numerous initiatives by key stakeholders to better performance of pupils little has been achieved. A descriptive survey research design and correlation design was adapted. Data collected from the respondents by use of questionnaires and interview guide from target population of 2052 and a sample size of 335.Data was analyzed using SPSS version 25 and results presented in tables and figures. Pearson moment correlation coefficient (r) were computed. The coefficient determination of R2 is 0.456 this is an indicator that R2 was the coefficient of determination of this model and it depicted that data collection explained 46%. The remaining 54% was explained by other factors. The overall F statistics 233.446 with p-0.00b<0 0.05 implying there is statistically significant relationship between stakeholder capacity building and performance of literacy and numeracy educational programme. The research suggests that stakeholder capacity building is part of the Participatory Monitoring and Evaluation process, so it must be observed at all stages to ensure educational programme are implemented to the latter by bringing on board all the key stakeholders in education and particularly in literacy and numeracy skills aspects

Stakeholder participation and academic performance: A study among primary schools in Alebtong District, Uganda

“…Setting targets and milestones to track progress and achievement, as well as determining whether inputs are providing the expected outputs (i.e., monitoring), are all part of monitoring. According to Karimi, Mulwa, and Kyalo (2021) good academic outcomes can be obtained through the collaboration of teachers and all major players in monitoring the educational activities. This finding is again consistent with Karimi, Mulwa, and Kyalo (2020) who investigated how stakeholder engagement affects the performance of literacy and numeracy educational programs in Nairobi County, Kenya's public primary schools.…”

Mutual Relationship Management Between Teachers and Parents: Strategies for Improving Student Learning Outcomes

“…Through the evaluation, a joint discussion was held on programs that needed to be reduced or increased according to the conditions of the students. This evaluation activity shows how far the program can run and can positively influence the development of children's learning outcomes (Borashkyzy et al, 2020;Karimi et al, 2021). Through evaluation, it can also provide direction to schools about the following steps to improve students' quality and quality of learning in a better direction (Goumairi et al,.…”

Limited Face-to-Face Learning Management During the Covid-19 Pandemic

“…Learning evaluation is an essential part of learning activities and can never be separated in the learning process (Borashkyzy et al, 2020;Karimi, Mulwa, & Kyalo, 2021). The implementation of evaluation in learning has an important meaning, because evaluation becomes a measuring tool in order to find out how much students understand the materials that have been conveyed when learning is carried out and also to find out to what extent the level of achievement of students in achieving success (Divayana, 2017) .…”