ABSTRACT
It is a precondition by benefactors that every proposal must have provision for effective M&E Systems costed for and performed by skilled M&E staff. Donors have further recommended that ten percent of the financial resources must be set aside for performing M & E in donor funded projects. However, this is not the case in primary education development (PRIEDE) project where Head teachers who are the project managers and only have skills 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. The inadequacy may have risen from the teacher training education curriculum and it is on this deficiency in the curriculum that this research sought to determine influences off organizational factors on performing monitoring and evaluation Systems on Primary Educations Developments in Kisumu County. The study analyzed the effect of resource allocation, training, stakeholder`s involvement, and top administration in carrying out M&E Systems on Primary Education Development in Kenya. Descriptive research design was utilized in the research. The study targeted 136 respondents from the 109 pre-high schools in Muhoroni, Kisumu County of which 126 successfully filled and returned the questionnaires. Primary data was obtained using a structured and semi structured questionnaires then quantitative data analysis was performed through descriptive statistics; percentages, mean, and standard deviation. Qualitative data was analyzed by content analysis of significances and suggestions originating from respondents ‘opinion. The outcomes were shown in tables, graphs and charts. ‘Regression model was used to determine the magnitude of’ each independent variable influenced carrying out of M & E Systems on PRIEDE. Inferential analysis revealed the existence of statistically positive influence on the four independent variables; training positively influence carrying out of M&E and organizations that don’t have training policy and guidelines on performing M&E should prioritize training of its staff. On resource allocation respondents had the opinion that it enhanced performing of M&E and should include both monetary resources and human resources. On shareholders involvement a greater part of the respondents approved that they were involving the stakeholders in performing M&E at all Stages. Finally the study established that top administration committed is significant to M&E, this was evident in the high rating of the statement that school administration team is committed to carrying out M & E. The study recommends that teachers be trained on project M&E in teachers training collages and that teacher performance appraisal and development (TPAD) should be for enhancing capacity building in performing M&E in schools. The study further recommended that both the Kenyan government and the Kisumu county government to allocate adequate resources; financial, human and material resources to primary schools to sustain and maintain M & E System ‘in primary education developments goals.
