Project managers have always endeavoured to effectively implement project controls systems during execution of projects to enhance rates of projects successes. However lack of understanding of the role of diversity of experiences among the workforce has hindered the ultimate performance of the project control systems in influencing the performance of construction projects. This paper sought to establish the extent to which project team experience diversity influence on the relationship between implementation process of project control systems and performance of rural roads construction projects in Kenya. The study adopted the pragmatism paradigm and the correlational survey research design. Descriptive statistics were analysed using frequencies, percentages, arithmetic mean and standard deviation while inferential statistics were analysed using Pearson's Product Moment correlation (r), simple regression and stepwise regression (R 2 ). Ftest was used to test the hypotheses. Tests of statistical assumptions were carried out before analysis. The results indicated that with r= 0.533, R 2 = 0.284 F (1,195) = 77.208 at p=0.000<0.05, H0 was rejected and concluded that there was a significant relationship between implementation process of project control systems and performance of rural roads construction projects. However with r = 0.830, R 2 = 0.685, F(1,193) = 430.595, at p = 0.855>0.05, the null hypothesis was failed to be rejected and therefore concluded that the significant relationship between implementation process of project control European Scientific Journal October 2016 edition vol.12, No.29 ISSN: 1857 -7881 (Print) e -ISSN 1857 409 systems and performance of rural roads project does not depend on the interaction between implementation process of project control systems and project team experience diversity. It was therefore recommended that project team experience diversity among the professionals should be encouraged, communicated and shared for the common purpose of achieving high performance in projects.
Kenya’s education has faced by many challenges especially in literacy and numeracy skills since the introduction of free primary education. This was contributed by swelling of enrollment in classrooms hence low performance of literacy and numeracy skills. The purpose of this article is to establish the extent to which stakeholder engagement influence performance of literacy and numeracy educational programme in public primary schools in Nairobi County, Kenya. Despite various efforts by key educational stakeholders to improve learner’s performance, minimal achievement have been experienced on learner’s skills. This study adapted descriptive research survey design and correlational research design. Data collected from the respondents by use of questionnaires and interview schedules from a target population of 2053 and a sample size of 335. Data was analyzed using SPSS version 25 and results presented in tables and figures. Arithmetic mean and standard deviation generated from the descriptive data and Pearson moment correlation coefficient (r) were computed. The coefficient of determination R2 is 0.480 this is an indicator that R2 was the coefficient of determination of this model and it depicted that stakeholder engagement explained 48%. The remaining 52% was explained by other factors. The overall F statistics 257.949 with p- 0.000b<0.05 implying a statistical significant relationship between stakeholder engagement and performance of literacy and numeracy educational programme. Interpretations were done and recommendations were policy makers should embrace the methodology of engaging all the stakeholders in programme. This was an indication of strong positive relationship between Stakeholder engagement and performance of literacy and numeracy educational programme. The results showed that stakeholder engagement for monitoring and evaluation strongly influenced the performance of literacy and numeracy educational programme as shown by a correlation coefficient, which was statically significant. Learners should explore more things on their own in order to make predictive answers. Recommendations for further research on participatory monitoring and evaluation practices, which was lacking and specifically involvement of all the stakeholders in the intervention programme in basic education.
To create a radical change within the educational system in public primary schools in Kenya, there is need to invest more on stakeholder capacity building specifically on monitoring and evaluation educational programme. The purpose of this article is to establish the extent to which stakeholder capacity building for monitoring and evaluation influence performance of literacy and numeracy educational programme. Despite numerous initiatives by key stakeholders to better performance of pupils little has been achieved. A descriptive survey research design and correlation design was adapted. Data collected from the respondents by use of questionnaires and interview guide from target population of 2052 and a sample size of 335.Data was analyzed using SPSS version 25 and results presented in tables and figures. Pearson moment correlation coefficient (r) were computed. The coefficient determination of R2 is 0.456 this is an indicator that R2 was the coefficient of determination of this model and it depicted that data collection explained 46%. The remaining 54% was explained by other factors. The overall F statistics 233.446 with p-0.00b<0 0.05 implying there is statistically significant relationship between stakeholder capacity building and performance of literacy and numeracy educational programme. The research suggests that stakeholder capacity building is part of the Participatory Monitoring and Evaluation process, so it must be observed at all stages to ensure educational programme are implemented to the latter by bringing on board all the key stakeholders in education and particularly in literacy and numeracy skills aspects
Micro and Small Enterprise sector (MSE) has been recognized throughout developing countries as an engine for development. The importance of women MSEs in social and economic development has long been recognized by the International Labour Organization. Growth of Micro and Small Enterprise means increase in sales, profits, employees, production and service lines. This paper examined access to credit influence the growth of women owned micro and small scale enterprises in rural areas of Kitui County. The study used descriptive survey as the research design involving a target population of 390 women owned MSEs drawn from manufacturing, agriculture, commerce and services sectors. Proportionate stratified sampling was used to form a sample of 194. Simple random sampling was applied on the sample to select the respondents from each sector for the study. The research instruments were pre-tested questionnaire and observation guide and data analysis was done using descriptive and inferential statistics. The results suggested that access to credit positively influenced the growth women-owned MSEs. The study recommended for review of the lending policies; the laws pertaining to land ownership, inheritance, women and men rights and for training, mentoring and encouraging women to form business networks. A baseline survey capturing the dynamic growth in the MSE sector in each County should be conducted.
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