Monitoring and Evaluation Assessments and Performance of Global Partnership for Education Projects in Uganda

Abstract

In Uganda, the performance of Global Partnership for Education projects is highly determined by a number of factors that include monitoring and evaluation. The projects have realized outstanding results that require professional assessment to pave way for output improvement. in relation to the scheduled timelines, the project completion rates have deteriorated. As a result, stakeholders do not get value for their time and there is increased cost overrun. This study therefore sought to examine the influence of M&E assessments on performance of GPE projects in Uganda, partaking the field case from the districts of Bukedea and Katakwi. The study presented monitoring and evaluation assessment as the independent variable, and performance of Global partnership for education projects, as the dependent variable. The study was based on the System theory, Organisational learning theory and Results Based Management theory. The study was guided by the study objective: to establish how monitoring and evaluation assessment influence performance of Global Partnership for Education projects in Uganda.

The study approach integrated both quantitative and qualitative features to guarantee methodological triangulation. Data was collected by means of interview guides and questionnaires. Questionnaires were administered on 92 randomly selected staff Teachers from the districts of Bukedea and Katakwi and interview guides were administered to 56 GPE secretariat and District officials and SMC Members. The study intended to analyse present findings using descriptive and inferential statistics. Descriptive statistics involved the use of frequency tables, means, standard deviations in general terms of describing the dataset. Inferential statistics such as Normality tests, Correlation, simple linear regression and Predictive multiple linear regression were also utilised in answering the research questions and hypotheses of the study. 

Data was analysed, presented and interpreted in line with the study objective using thematic and sub thematic areas of M & E assessments and Performance of Global Partnership for Education projects. Questionnaires were used as a tool for data collection, with the size of 92 respondents comprising of teachers. Out of the 92 questionnaires, 70 were filled and returned, representing a return rate of 76.1% as recommended response rate to verify consistency of required measurement for analysis. The study examined the respondents in respect to their gender, designation, education level, years of service and duration of working with Global Partnership for Education projects in Uganda, to assess whether they have any implications on Performance of Global Partnership for Education projects. 

The study findings revealed that the act of planning for routine monitoring significantly influenced the performance of GPE projects in public primary schools. However, assessments were rarely conducted independently by external M & E officers. 

The study concluded that M & E Assessment emerged as the most critical M&E component and significantly influenced the performance of GPE projects. Therefore, Project implementation committees should ensure proper assessment to enable involvement of stakeholders for better performance of projects.