Abstract: The difficulty with service delivery remains a hard task to determine amongst devolved governments and as such there are mixed reactions in the implementation of devolution. This paper aimed at analyzing the effect of devolution system of governance on service delivery in Nyamira County, Kenya. Various theories were explored including the Soufflé theory, the social capital theory, The Principal Agent theory and the Accountability theory. The soufflé theory was selected since it gives the best explanation on linkages between various variables of devolved system of governance and how they are related to service delivery. The study took a quantitative approach and adopted a descriptive and correlation research designs to facilitate determination and explanation of variable relationships and used a simple random sample of 154 respondents obtained from a target population of 3,125 employees of Nyamira County. Regression analysis, multiple regression and correlation were run to determine the relationship between resource distribution, citizen participation, accountability and transparency and service delivery. It was found out that devolved system of governance predicts service delivery. The study concludes that devolution devolved system of governance (R-square of 0.482; p value <0.05) has effect on service delivery and can be a crucial model of improving public service delivery in Kenya. The paper recommended that devolved system of governance can be effective model for improving service delivery.

Abstract: This study aimed to assess the application of electronic governance systems and their influence on the governance of public secondary schools in Meru district. The following were the objectives: determine the extent of applicability of electronic governance systems in school management and their influence on the management of public secondary schools, and to investigate the challenges faced by heads of schools in executing electronic governance systems. Theory of acceptance and use of technology developed by Venkatesh guided the study. Convergent mixed design was adopted, targeting 72 participants, including 44 school heads, 26 WEOs, DSEO and DITO. Purposive sampling was used to select the participants. Questionnaires, observation checklists, and interview guides used to collect data were validated through the use of experts. Cronbach alpha was used to estimate the reliability of instruments yielding satisfactory results of HoSQ =0.78 and WEOsQ = 0.82. Qualitative data underwent thematic analysis coding to identify patterns and themesData were analyzed using tables, frequencies, percentages, mean scores, and thematic coding. The findings indicated a positive trend in the application of electronic governance systems in public secondary schools’ management. In conclusion, despite the challenges, electronic governance systems are still applied in the management of public secondary schools in Meru district. Recommendations were made for heads of schools to address the identified challenges, for ward education officers to provide support and guidance, and for policy makers and the Ministry of Education, Science and Technology to formulate policies and allocate resources to promote the application of electronic governance systems in schools.

Received November 15, 2018; Revised February 17, 2019; Accepted March 10, 2019

Abstract: This paper investigated the integration of organizational behaviour models in good governance for sustainable development of educational institutions in Tanzania. The study was conducted in one public university in Dodoma Region, Tanzania. The approach used in the study was qualitative employing single case study design. The respondents of the study were 35, that is, 10 academic staff and 25 students who were obtained through snowball sampling. Method of data collection was focus group discussions. Data were analyzed using qualitative content analysis. Results showed that intergration of autocratic model helps in making quick decisions, discouraging laziness among the employees, managing conflicts, building hierarchy of the authority and directing orders. Moreover, custodial model enables the employers to maintain employees security and welfare, creating conducive environment, reducing employees’ turnover and building mutual relationship. Supportive model assists in involvement of stakeholders, building sense of belonginess, enhancing unity, encouraging innovation and enhancing of democracy. Finally, collegial model increases teachers satisfaction and adaptability, enhances innovations, and encourages teamworking. The study concludes that it is possible to integrate organizational behaviour models in good governance for sustainable development of education institutions. The study recommends that efforts should be made to have holistic integration of these organizational behaviour models.