Abstract: Globally, academicians are aware of the necessity of well-organized management of educational institutions. This research sought to look at the influence of stakeholders’ participation practices on institutional performance in selected 6 national polytechnics. It was guided by the Strategic Choice Theory and the Theory of Performance. Mixed method approach and the concurrent triangulation model with descriptive correlational designs were used. The total target population for this study was 42,284 participants. The Sample was 642 participants which consisted of 252 lecturers, 384 students and 6 principals. Interview schedules were conducted among the principals. The researcher requested the specialists from the university to examine tools face to face and content validity tools. In terms of reliability, test-retest technique was utilized with the Cronbach’s Alpha to establish the reliability. A rate of 0.700 was attained and the instruments were termed dependable. Concurrent triangulation was utilized to guarantee credibility. An in-depth interview was done to establish dependability of qualitative tools. Quantitative data was analyzed using descriptive and inferential statistics and presented in tabular forms, frequencies and percentages. The linear regression method for inferential statistics was adopted. Qualitative information was analyzed through thematic analysis and presented in narrative format and verbatim citations. The study’s findings indicated that there was need to enhance stakeholders’ participation for better institutional performance. It was recommended that both the National and County Governments involve stakeholders in management of the national polytechnics, provide adequate funds and lecturers to enable better outcomes. Further study was recommended on the issue using various approaches.

Abstract: Globally, academicians, policy planners and experts in education identify the necessity for effective and well-organized management of education systems. The purpose of this article was to look at the influence of situational analysis practices on institutional performance in selected national polytechnics in Kenya. The research was steered by the Strategic Choice Theory and the Theory of Performance. The research adopted mixed methodology and the concurrent triangulation model with descriptive correlational designs. Target population was 42,284 participants comprising of 6 TVET principals, 735 lecturers, and 41,375 students. The Central Limit Theorem enabled simple random selection of 252 lecturers and 384 students. The principals were selected purposively. Interview schedules were conducted among the principals. The researcher requested the specialists from the university to inspect tools for face to face and content validity. In terms of reliability, test-retest technique was utilized with the Cronbach’s Alpha to establish the reliability of tools. A rate of 0.700 was attained and the instruments were termed dependable. Concurrent triangulation was utilized to guarantee credibility. In-depth interview was done to establish dependability of qualitative tools. quantitative data was analyzed in descriptive and inferential statistics and presented in tabular form, frequencies, percentages. Linear regression in inferential statistics was adopted. qualitative information was analyzed through thematic scrutiny and presented in narrative format and verbatim citations. It was recommended that the central and county governments involve stakeholders in management of the colleges and provide adequate funds and trainers to enable better outcomes.

Abstract: Despite enormous development progress and a plethora ofknowledge on gender mainstreaming, assessments and evaluations demonstrate a significant gap in implementation, probably due to implementation-related issues. The purpose of the study was to examine the institutional human resource establishment towards gender mainstreaming in selected Universities in Kenya. The descriptive survey design was used on a sample of 371 respondents from four of the 37 targeted Kenyan public universities. Vice Chancellors, Deputy Vice Chancellors; Academics, Planning and Finance, Head of Procurement, Planning, Registrar Academics, Registrar Finance, Registrar Student Affairs, Registrar Sports and Games, Head of Departments, Deans of Students, Gender Department Chairpersons, and University Counselors were sampled using stratified, simple random and purposive sampling. The researcher consulted with the supervisors to guarantee the content validity of the research tools. The study used ‘split-halves’ and ‘internal consistency’ methods to measure reliability. The Key Informant Interview responses were reviewed, categorized, and presented in tables, pie charts, and graphs using the Statistical Package for Social Sciences (SPSS) version 24. The results were given in the form of frequency tables, percentages, and narration. The relationship between the variables was tested using Pearson’s Correlation and Multiple Linear Regression. The findings are expected to be useful in developing newer strategies for implementing gender mainstreaming, raising awareness through public seminars and workshops, providing new knowledge to scholars for research and library use, and serving as a guide for policymakers on key gender mainstreaming strategies, among other things.