The paper focused on evaluation of stakeholder capacity to implement the millennium village primary school meal project in Kenya. The study which was anchored on the stakeholder theory as well as the Context Input Process Product (CIPP)... more
The paper focused on evaluation of stakeholder capacity to implement the millennium village primary school meal project in Kenya. The study which was anchored on the stakeholder theory as well as the Context Input Process Product (CIPP) model of evaluation used mixed methods research design with ex-post facto and case study as its two research elements. The mixed methods was adopted because when both qualitative and quantitative approaches are used in a single study, the strengths of both produce a research synergy in which the collective benefits are greater than what is obtained from either approach when used alone. A sample size of 186 participants was selected from seven (7) primary schools using stratified random sampling. The participants selected purposively included pupils, teachers, head teachers, parents, Area Education Officer (AEO) and project staff. Data was collected using questionnaires, face to face interview guide, Focus Group Discussion (FGD) and document analysis guide. The study findings indicated that the project was implemented with great success as indicated by stakeholders' capacity to understand project objectives, their involvement in project planning and implementation and their positive attitude towards the project. This has contribute to poverty reduction in the community through the project and sustainable approaches for project implementation.
The study assessed the impact of community-‐based interventions (CBI) that the five-year Second Education Development Project in Lao PDR's poorest districts employed through a quasi-‐experimental design. Sampled Project village schools... more
The study assessed the impact of community-‐based interventions (CBI) that the five-year Second Education Development Project in Lao PDR's poorest districts employed through a quasi-‐experimental design. Sampled Project village schools were compared with control groups. Control groups were determined using propensity scoring to simulate experimental schools. Treatment or interventions included community-‐based contracting, community grants, and teacher training. Results of these treatments showed that the CBI package led to positive and improved education outcomes such as increasing enrolment, increased promotion rates, decreased repetition rates, increased gender parity, and higher completion rates. There were significant positive changes in social capital, community development, gender participation, built capacities in village school management, better teaching-‐learning process and cheaper contracting costs. More significantly, CBI was not only cost-‐effective but ensured collective ownership as well. The evaluation concludes that effectiveness of one intervention increases in combination with others, making the CBI approach more appropriate.
Abstract The study assessed the impact of community-based interventions (CBI) that the five-year Second Education Development Project in Lao PDR's poorest districts employed through a quasi-experimental... more
Abstract The study assessed the impact of community-based interventions (CBI) that the five-year Second Education Development Project in Lao PDR's poorest districts employed through a quasi-experimental design. Sampled Project village schools were compared ...
