Influence of Training on Performance of Monitoring and Evaluation Systems in Primary Education Development in Kisumu County, Kenya

Abstract

It is a precondition by benefactors that every proposal must have provision for effective Management and Evaluation (M&E) Systems costed for and performed by skilled M&E staff. However this may not be the case in primary education development (PRIEDE) since head teachers who are the project managers and grade one, two and three teachers who were the implementers of the project are only trained on how to monitor and evaluate learner’s mastery of the subject content and not taking into account how to monitor and evaluate projects in their institution where they are charged with responsibility of overseeing school projects like PRIEDE. The problem may have arisen from the inadequacy in the curriculum developed in teacher training education, and it is on this insufficiency in the curriculum that this research sought to determine the influence of training on the performance of monitoring and evaluation Systems on Primary Education Development in Kisumu County. A descriptive research design was utilised in the research. The study targeted 136 respondents from the 109 pre-high schools in Muhoroni, Kisumu County. A regression model was used to determine the magnitude of training influencing the carrying out of M&E Systems on PRIEDE. Inferential analysis revealed the existence of a statistically positive influence; training positively influences the carrying out of M&E, and organisations that don’t have a training policy and guidelines on performing M&E should prioritise training of their staff on performing M&E. The study recommends that teachers be trained on project M&E in teachers' training colleges and that teacher performance appraisal and development (TPADT) should be for enhancing capacity building in the performance of M&E in schools, and that would definitely increase performance on the M&E System in primary education.