Abstract: This paper sought to examine the influence of monitoring and evaluation on project performance in Rwanda, a case of Rural Electricity Distribution Project in Bugesera District. Specifically, it attempted to determine the influence of accountability on performance of Rural Electricity Distribution Project in Bugesera District. The study employed a descriptive research design that utilized both quantitative and qualitative approaches, targeting 143 individuals from Rural Electricity Distribution Project in Bugesera District and sampling 103 respondents as the sample size. The study further adopted the probability sampling technique with the adoption of simple random sampling. Questionnaires were used to generate the required data for analysis. The data were analyzed using the Statistical Package for Social Sciences (SPSS), with the study’s findings being presented through descriptive and inferential statistics. The findings of the study indicated that there is a very strong correlation between project accountability and performance of Rural Electricity Distribution Project in Bugesera District under Rwanda Energy Group as Pearson correlation was high (r=924, p-value=0.000) This indicates that, out of the considered other factors influencing performance of Rural Electricity Distribution Project in Bugesera District under Rwanda Energy Group in Rwanda, only project accountability has significant and positive effect on the performance of Rural Electricity Distribution Project in Bugesera District under Rwanda Energy Group. Based on the study’s findings, it is recommended that management should involve the community members in monitoring and evaluation, planning and budgeting at the initial stages of the project.

Abstract: The study investigated the role of inspection on academic achievement of Anglican Church of Uganda primary Schools in Eastern region of Uganda. The study aimed at getting a clear view on the importance of school inspection on academic achievement, the challenges hindering School Inspection and the possible effective ways to improve on the challenges hindering School Inspection on academic achievement of Anglican Church of Uganda founded primary Schools in Eastern Region of Uganda. Descriptive research design was used during data collection and analysis. The findings revealed that school Inspection is important on academic achievement in the following ways: ensures that high standards are maintained and there is continuity of development in the education system. Some of the challenges hindering School Inspection were insufficient resources to support the work of inspectors, lack of professional persons to do the work and absence of materials to be used (tools) for inspection of schools. The possible effective ways to improve the challenges hindering the role of school Inspectors in schools were training of inspectors and provision of monitoring and inspection tools. The study recommends the government to commit its resources towards school inspectorate department for effective monitoring of the quality education provided. The Anglican Church of Uganda should empower the inspectorate department and support them to carry out inspection to all Schools founded and sponsored by the Church. The District Education Officer in partnership with the Church should make use of the inspection findings and recommendations to improve performance.

Abstract: The study investigated the implementation of Christian Religious Education Curriculum (CREC) in Anglican Church of Uganda founded primary schools in Eastern Uganda. The assessment was based on a qualitative investigation that employed three methods to collect data: document analysis, classroom observation, and interviews. The results showed that; the aims and objectives of CRE are to inculcate moral ethical and spiritual integrity, tolerance, and human fellowship. Reasons for the implementation of CRE in Primary Schools are: to offer a framework for understanding the context of moral living, to develop students’ abilities to improve on their moral lives and understand their own religion and its values, The challenges hindering the implementation of Christian religious education curriculum in Primary Schools are; Teachers focused their greatest attention on measuring written works especially in cognitive attainment rather than affective and psychomotor behavior. Inadequate Religious education textbooks, Lack of induction training and refresher courses for teachers of Christian Religious Education in primary Schools. It is recommended that the Government of Uganda should accept Christian Religious Education to be taught and examined as a separate subject in primary School. Support supervision by the Inspectors to ensure that teachers prepare Christian Religious Education and teach as planned by the NCDC. The ministry of Education and Sports working hand in hand with the NCDC, and foundation bodies should ensure that regular workshops and trainings for all teachers of Christian Religious Education are conducted to empower them with the new methods and skills of handling the subject.

Abstract: The study investigated Church Involvement in Curriculum Implementation and Quality Assurance Standards of Anglican Church of Uganda and was guided by the following Research Questions; How does the Anglican Church of Uganda’s involvement in curriculum implementation contribute to the internal Quality Assurance Standards of her universities in Uganda and to what extend does Anglican Church of Uganda’s involvement in curriculum implementation contribute to the External Quality Assurance Standards of her universities. Concurrent triangulation research design employing mixed methods approach was used in this study to obtain findings from 471 (93% of respondents) from four universities selected using stratified, purposive, and simple random selection techniques. The questionnaire, interview guide, observation check list and documentary analysis were used to collect data. The findings indicated that the coefficient for curriculum implementation in the quality assurance model is 0.193, indicating a positive relationship between curriculum implementation and quality assurance. The findings suggest that the impact of curriculum implementation on quality assurance is substantial (Beta = 0.480**; p<0.001). It was recommended that the ACOU put in place a supportive and functional system with qualified personnel to enhance proper curriculum implementation and quality assurance.

Abstract: In the context of higher education, active Church involvement in Curriculum Management and Quality Assurance plays a crucial role in the 21st century. A Concurrent triangulation research design employing mixed methods approach was used in this study to obtain findings from 471 (93% of respondents) from four universities selected using stratified, purposive, and simple random selection techniques. The questionnaire, interview guide, observation check list and documentary analysis were used to collect data. The findings indicated that among the respondents of the study, 62.2% were males and 37.8% were female; with 73% possessing master’s degree while 11% with a PhD. The Anglican Church of Uganda (ACOU) involvement in curriculum management and quality assurance was low, with M: 1.999 SD: 1.084. It was recommended that the Province of the ACOU should empower and support the provincial directorate of Education and Commission for higher education to get fully involved in Curriculum Management and Quality Assurance through routine monitoring and support supervision of her universities of higher learning.

Abstract: The study investigated community participation on the performance of one cup milk per child project in Rwanda. Specifically, the study attempted to examine the influence of project planning on the performance of One Cup Milk per Child project in Bugesera District. The study adopted a descriptive research design. This study involved 244 committee members from nine- and twelve-years basic education in 10 sectors of Bugesera district. The study employed stratified random sampling and purposive sampling techniques to select 69 respondents as sample size. The researcher collected data through questionnaires, interviews and documentation to obtain up-to-date information. The data was analyzed by using both descriptive statistics such as frequencies, percentages, mean and standard deviation and inferential statistics such as Pearson’s correlation was employed to analyze the data. From the findings, the study revealed that the community’s suggestions and input were considered, together with the available resources, while designing the One Cup Milk Per Child Programme in the Bugesera district stated that 85.3% of respondents strongly agreed and agreed. Moreover, the Pearson correlation between program planning and performance of One Cup Milk Per Child Programme was 0.917** with a p-value of 0.000, which is less than standard significance levels of 0.01. This indicates that, out of the considered other factors influencing the performance of the One Cup Milk Per Child Programme in Rwanda, only program planning has a significant and highly positive effect on the performance of the One Cup Milk Per Child Programme in Bugesera district. The research recommended that the management of the school programme for One Cup Milk Per Child should choose among the best decision alternatives that improve performance in the programmes in the district.

Abstract: Leadership plays a pivotal role in shaping the direction and culture of academic institutions, particularly in articulating and embodying elements such as mission, vision, values, and strategic objectives. This paper explores the understanding and recognition of these organizational elements among staff categories within an academic institution, using the Institute of Adult Education (IAE) in Tanzania as a case study. Using a questionnaire, data was collected from a heterogeneous group of 44 respondents, including management, academic, administrative, and support staff, employing purposeful and convenient sampling techniques determined by availability and willingness to participate. Data analysis included descriptive and inferential statistics and the Chi-Square test to determine the association between staff positions and organizational attributes. Results reveal disparities in the correct identification rates of these elements across staff categories, suggesting the need for targeted communication and engagement strategies. While management staff generally demonstrated higher correct identification rates, significant gaps were observed among academic and support staff. Moreover, inferential statistics indicate that staff position does not guarantee awareness of organizational elements. The study underscores the critical role of leadership in articulating and integrating these organizational elements into the institution’s fabric to foster alignment, guide decision-making, and drive educational excellence. Recommendations include continuous review and refinement of organizational elements, agile leadership practices, and efforts to ensure employees are well-informed and connected to the institution’s goals.

Abstract: This study explored the level of influence of school board roles and instructional resource availability on teachers’ performance in secondary schools in the Busia District. Employing a cross-sectional survey, 265 teachers were randomly selected, while six head teachers and six BOGs were purposefully selected as study participants. A self-administered questionnaire, an interview guide, and an observation checklist were used as data collection instruments. Quantitative data was analyzed using descriptive statistics (frequency, percentage, mean, standard deviation), correlational analysis (Pearson product-moment correlation coefficient), and inferential statistics (linear regression analysis). Qualitative data were thematically analyzed and presented using an interpretative phenomenological approach. The results indicated that there was a moderate level of BOG performance in their roles (mean = 3.3019, SD = 1.36771), teacher performance was high (M = 68.82, SD = 1.99), and a considerable influence of BOG roles (β = 0.930, t = 14.368, p < .05) and instructional resource availability (β = 0.930, t = 14.368, p < .05) on teacher performance. The study also found that most of the private schools didn’t have functional BOGs and mainly relied on the Board of Directors, who made all decisions regarding school management. We argue that the commitment and performance of school managers accelerate the achievement of the institution’s vision, mission, goals, and values. Among other strategies, we recommend that school BOGs effectively play their roles in mobilizing, motivating, and focusing teachers to achieve the set goals.

Abstract: The study attempted to establish the correlates of commitment to career choice of pre-service education students in six public and private universities in Kenya. The third and fourth year pre-service education students were the respondents in this study. Correlational research design and concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered by the use of questionnaires and interviews. In data analysis, frequencies, means, standard deviation, linear regression and Pearson product moment correlation coefficient were used. The pre-service education students were found to be moderately committed to their career choice and that intrinsic motivation, self-concept, status of the teaching profession, fallback and socio-cultural beliefs were correlated to career choice. Fallback however had an inverse correlation to the commitment of career choice. The study recommends that factors which motivate pre-service education student’s choice of teaching as a career should be clearly understood, so that only students motivated by those factors which were found to promote commitment, like intrinsic motivation, self-concept, status of the teaching profession and social cultural beliefs are the ones placed to train as teachers.

Abstract: Globally, COVID-19 outbreak had a significant impact on the social-economic implications of parents’ income and students’ learning. Many school employees lost jobs and students dropped out of school in Uganda as a result of the varied social and economic effects of COVID19. A descriptive design was used to determine the effects of Social- Economic implications of COVID-19 Pandemic on Parents’ income and Pupils learning in Iganga. In-depth interviews were conducted with some selected respondents in 9 sampled primary schools in Iganga District. With the help of teachers, a random sample of 18 pupils was taken from the sampled schools and interviewed. Subsequently with the assistance of local leaders, parents were interviewed in their communities. Content analysis was used to obtain related data to the effects of social economic implications of covid19 pandemic on parent’s income and pupil’s learning. Government and civil society organization reports were among the materials examined. The findings revealed that there was changing economic situation as a result of COVID19 that affected pupils’ access to different learning opportunities such as inadequate resources and knowledge about the use of digital technologies. Some of the socioeconomic challenges that affected pupils’ learning and parents’ income were inadequate time given to pupils learning and inadequate professional trained teachers to handle online teaching and learning. It is recommended that the government should provide more funding as well as clear, detailed, and consistent guidance to help head teachers and teachers to manage the gaps created by COVID19 on pupils’ learning in Primary schools.