Participatory Monitoring and Evaluation Practices and Implementation of School Based Peace Education Programs in Public High Schools in Bungoma County, Kenya

Abstract

Effective policy implementation is vital for creating a harmonious and functional society. This study examined the influence of participatory monitoring and evaluation (M&E) practices on the implementation of school-based peace education programs in public primary schools in Bungoma County, Kenya. The research sought to address the persistent challenge of ineffective program implementation despite ongoing efforts.  Explanatory sequential mixed method design was adopted. The study employed a mixed-methods approach to gather both quantitative and qualitative data. The target population consisted of 306 participants, including principals, teachers, and peace club patrons. A total sample size of 175 participants was selected using a combination of simple random and purposive sampling techniques. Data were collected using self-administered questionnaires for teachers and principals, and a key informant interview (KII) guide for education officers. A pilot study was conducted in a neighboring Busia County with 27 participants to ensure the reliability and validity of the instruments, yielding a Cronbach's alpha of 0.8478. Data were analyzed using descriptive statistics (frequencies, percentages, means, standard deviations) and inferential statistics (Pearson correlation and regression analysis). The study null hypothesis at a 0.05 level of significance. The combined influence of all four practices on program implementation was found to be statistically significant (p<0.05). The study concluded that participatory M&E, through its various stages, significantly enhances the implementation of peace education programs. The findings are expected to inform policymakers and educators on strategies to improve program effectiveness and promote a culture of peace in schools.