The Influence of Monitoring and Evaluation Reports On Sustainability of Donor-Funded Community-Based Education Projects: A Case of Arumeru District, Arusha Tanzania
Downloads
The purpose of this study was to assess the influence of monitoring and evaluation Reports on sustainability of donor-funded community -based education projects in Arumeru district. The purposive sampling technique was used to select the participants. the study used a total of 102 participants. The study used a qualitative approach whereby interview and focus group discussion method were used during collection of data. An interview was used to gather data from the project implementers, whereas data from community members was collected through focus group discussion. Data were analyzed using Content Analysis method.
The findings revealed that, , sustainability of donor-funded community-based education projects in Arumeru District lay down on community participation and project implementers. Sustainability of donor-funded community-based education projects require effective monitoring, and evaluation, as well as resource mobilization. The findings recommended that, community participation should be improved through provision of education, and effective communication to the people or community members. Provision of education and effective communication will rise up awareness for the community members about their participation roles in the sustainability of donor-funded community-based education projects in Tanzania. Also, project implementers should focus on building the capacity of the local community to make sure the project’s sustainability. This includes training community members in project management, leadership, and technical skills. By empowering the community, they will better be equipped with skills and knowledge that will help them to maintain and run the project after the donor funding had ended. Measurement and evaluation reports hold stakeholders accountable for the resources they have committed to the project. By providing regular updates on the project’s progress. Also, measurement and evaluation reports ensure that stakeholders remain engaged and motivated to continue their support.
Downloads
Abotsi, A.K. (2019). Expectations of School Feeding Programme: Impact on school enrollment, Attendance and Academic Performance in Elementary Ghanain Schools. British Journal of Education, Society and Behavioural Sciences, 50- 64
Alderman H., Gilligan D.O., Leherer K. (2020). The Impact of Food for Education Programs on school participation in Northern Ghana. Oxford: University of Oxford.
Bank, T. W. (2017). Reinvigorating Growth with a Dynamic Banking Sector. Kenya Economic Update, p. 2.
Bundy D, Burbano C, Grosh M, Gelli A, Jukes D. (2019). Rethinking school Feeding; Social Safety Nets, Child Development and the Education Sector. Washington: World Bank.
Burbano and Gelli. (2017). School Feeding, Seasonality and School Outcomes: A case study from Malawi. London: Institute of Development Studies
Castel V., Stampini M. (2018). Education and Employment in Malawi. Tunis: African Development Bank Group.
Cheung M. and Perrotta M. (2019). The impact of Food for Education Programme on Schooling in Cambodia. Stockholm: Wiley Publishing Asia Pty Ltd
Colander, D. C. (2018). Economics. New York: McGraw Hill/I.
Davids, I. T. (2019). Participatory development in South Africa: A Development Management Perspective. Pretoria: Van Schaik.
Easterby-Smith, M. and Prieto, I.M. (2020). Dynamic capabilities and knowledge management: an integrative role for learning. British Journal of Management, 235-249.
Gaparini, L. and Lustig, N. (2019). The rise and fall of income inequality in Latin America. Cedlas, Argentina: Centros de Estudos Distributives, Laborales Sociales.
Hafizi Muhamad Ali, N. H. (2016). Knowledge Management in Malaysian Banks: A New Paradigm. Introduction Journal of Knowledge Practice, Vol. 7, No. 3, 1-3.
Hunger, T. L. (2018). Strategic Management and Business Policy. New Jersey: Pearson Prentice Hall.
Jackson, J. (2019). Foreign Direct Investment in the United States. Federation of American Scientists.
Kariuki B.H., Kosgei L.J., Chepkwony B.C. (2019). School Feeding Program and itsImpact on Academic Achievement in Early child development in Roret Division, Bureti District in Kenya. Scholarlink Research Institute Journals,67-98.
Krugman, P. (2019). Revenge of the Glut. New York: New York Times.
Landroquez, S.M. Castro, C.B. and Cependa-Carrion, G. (2017). Creating dynamic capabilities to increase customer value. Management Decision, 1141-1159.
Liu, H.Y. and Hsu, C.W. (2018). Antecedents and consequences of corporate diversification: a dynamic capabilities perspective. Management Decision, 1510-1534.
Madonsela, V. (2016). A Presentation on South Africa's Basic Protection Floor. .South Africa: Department of Social Development.Malawi, R. o. (2018). Education Statistics. Lilingwe: Republic of Malawi.
Manyasa, E. O. (2019). Social Capital and Rural Economic Development in Western Province of Kenya: An Empirical Analysis. Nairobi, Kenya: Kenyatta University.
Marston C, Renedo A, McGowan CR, Portela A. (2016). Effects of Community Participation on Improving Uptake of Skilled Care for Maternal and Newborn Health: A Systematic Review. PLos ONE, 1371.
McDowell, J.Z., Hess, J.J. (2018). Accessing adaptation: Multiple stressors on livelihoods in the Bolivian highlands under a changing climate. Global Environ. Change, 342-352.
Mendelsohn, R. (2020). Measuring the effect of climate change on developing country agriculture. Two essays on climate change and agriculture: A developing country perspective. FAO economic and economic and social development paper, 145.
Michael, T. (2017). Knowledge Maps: ICTs in Education. Washington, DC: infoDev.
Mikkelsen, B. (2015). Methods for development work and research: A new guide for practitioners. New Delhi: Sage.
Milner G., Mulera D., Banda T.C., Matale M., Chimombo J. (2019). Monitoring Education Quality. Lilongwe: Southern and Eastern African Consortium.
Pavlou, P.A. and El Sawy, O.A. (2018). Understanding the elusive black box of dynamic capabilities. Decision Sciences, 239-273.
Quiggin, J., Adamson, D., Chambers, S., Schrobback, P. (2019). Climate Change, Uncertainty, and Adaptation: The case of Irrigated Agriculture in the Murray- Basin in Australia. Can.
J. Agri. Econ., 531-554.
Roodt, M. (2018). Participation, civil society and development. In KJ Coetzee, JGraaff, F Hendricks & G Wood (eds.), Development: Theory, policy, and practice. Oxford: Oxford University Press.
Seyranian, Viviane. Ed. John M. Levine and Michael A. Hogg. (2017). "Contingency Theories of Leadership." Encyclopedia of Group Processes & Intergroup Relations. Thousand Oaks, CA.
Shaheen, F. (2015). 7 reasons we need a Sustainable Development Goal. Retrieved from http://www.neweconomics.org/blog/entry/seven-reasons-for-a-sustainable-development
Teece, D. (2007). Explicating dynamic capabilities: the nature and microfoundations of (sustainable) enterprise performance. Strategic Management Journal.
Todaro, M. a. (2015). Economic Development, Eighth Edition. Fourth Indian Reprint.
Vorbeck, J., Heisig, P., Martin, A., Schutt, P. (2001). Knowledge Management in a global company. IBM global services.
Wang, C.L. and Ahmed, P.K. (2017). Dynamic capabilities: a review and research agenda, international. Journal of Management Reviews, 31-51.
Zheng, S., Zhang, W., Wu, X. and Du, J. (2016). Knowledge-based dynamic capabilities and innovation in networked environments. Journal of Knowledge Management, 1035-1051
Copyright (c) 2024 Wilson Daniel John, Samson Emanuel Pallangyo
This work is licensed under a Creative Commons Attribution 4.0 International License.
