Abstract
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.
Highlights
Performance of any programme depends wholly on stakeholder engagement especially identification process, level of stakeholder involvement and participation in carrying out the projects activities, which is very important in any organization so as to yield good results
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
Summary
Performance of any programme depends wholly on stakeholder engagement especially identification process, level of stakeholder involvement and participation in carrying out the projects activities, which is very important in any organization so as to yield good results. Stakeholder involvement means bringing people together and resources in order to help them work as a team. This is to enable them achieve the set goals and objectives of the project while realizing the agreed end (Bartle, 2007). Stakeholder engagement revolves around the questions on who, why, when and where will the activities be done How are they are supposed to be done while putting every stakeholder on board in their respective teams according to (Donaldson & Lipsey, 2006). Head Teachers are supposed to create good learning environment by involving every stakeholder in education at school level in order to recognize their interests and ability in contributing to making decisions in the school context delivery
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