Monitoring and Evaluation Systems, Institutional Culture and Performance of Curriculum Instructional Programs in Technical Vocational Education and Training Institutions in Bungoma County, Kenya

Abstract

Since the introduction of technical vocational education and training (TVET) act 2013, which liberalized TVET training, TVET institutions in Kenya have increased in number, leading to an increased enrolment from 79,114 thousand to 297,505 thousand students from 2013 to 2022. This has led to variability in instructional service delivery. As a result, performance management has been introduced but nothing much has been reported on how it has influence performance, hence this study sought to establishing how monitoring and evaluation systems, institutional culture influence performance of curriculum instructional programs in technical vocational education and training (TVET) institutions in Bungoma county,Kenya.The study was guided by seven objectives; to establishing how monitoring and evaluation capacity influences performance of curriculum instructional program in TVET institutions in Bungoma County, Kenya, to determine how monitoring and evaluation work plan influence performance of curriculum instructional program in TVET institutions in Bungoma County, Kenya, to examine how routine program monitoring influences performance of curriculum instructional program in TVET institutions in Bungoma County, Kenya, to assess extent to which communication on M&E influences performance of curriculum instructional program in TVET institutions in Bungoma County, Kenya, to examine how monitoring and evaluation systems influences performance of curriculum instructional program in TVET institutions in Bungoma County, Kenya and to assess the extent to which institutional culture moderate the relationship between monitoring and evaluation systems and performance of curriculum instructional program in TVET institutions in Bungoma County, Kenya.The study was anchored on program theory propagated by Leonard Bickman and bonded on goal setting theory propounded by Edwin Locke and Gary Latham. Descriptive survey and correlation research design was used. Analysis for descriptive data were arithmetic mean and standard deviation while inferential statistics were Pearson’s Product Moment Correlation (r), simple regression, multiple regressions and stepwise regression (R2) and F-tests were used to test hypotheses in the study. A sample size of 214 was drawn from a target population of 462 using Yamane formula from a sample frame of head of departments and instructors. Questionnaires and interview schedules were used as data collection tools after pilot testing for validity through content validation index (CVI) method and reliability through split half method and Cronbach’s Alpha Reliability Coefficient test which was found to be 0.972.The findings from the study provide strong indication that M&E systems which include M&E capacity, M&E work plans, routine program monitoring and communication on M&E had influence on performance of curriculum instructional program in TVET Institutions. The findings from this study also provide a strong indication that institutional culture do moderate the relationship between M&E and performance of curriculum instructional program in TVET Institutions. The study implies that, with the growing population of students enrolment that is likely to compromise teaching and learning, TVET institutions should build and implement M&E systems to improve performance of instructors. The study findings have demonstrated the importance of M&E systems on performance of instructional programs hence statistically significant in influencing performance of instructional programs.Given that this study focused on influence of M&E system on performance of instructional programs, a similar study can be done to find out how M&E systems influence performance of students in TVET institutions.