Gender Responsive Monitoring and Evaluation Process and Implementation of Competency-Based Education Programs in Public Primary Schools in Kisumu County, Kenya

Abstract

Effective education policy implementation is crucial for achieving equitable and high-quality learning outcomes. This study examined the influence of gender-responsive monitoring and evaluation (M&E) processes on the implementation of competency-based education (CBE) programs in public primary schools in Kisumu County, Kenya. The research was guided by the need to address persistent gender disparities and implementation challenges within the education system. Adopting explanatory sequential mixed design, the study collected both quantitative and qualitative data. The target population consisted of 511 participants, including school administrators, teachers, and M&E coordinators. A sample of 226 participants was selected using stratified and purposive sampling techniques to ensure representation from different sub-counties. Data were gathered using self-administered questionnaires for teachers and administrators, and a key informant interview (KII) guide for education officials. The research instruments were validated through a pilot study in a neighboring county, achieving a Cronbach's alpha of 0.832. Data analysis employed descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential statistics (Pearson correlation and multiple linear regression). Null hypothesis was tested at a 0.05 level of significance. The combined effect of all four gender responsive M&E practices on program implementation was found to be statistically significant (p<0.05). The study concluded that incorporating gender-responsive M&E processes significantly enhances the implementation of CBE programs. The findings are expected to inform educational policymakers and practitioners on strategies to foster gender equity and improve program effectiveness within Kenya’s education sector.