Community Participation and Sustainability of Education Project: The Case of Kenya Equity in Education Project in Kakuma Refugee Camp, Kenya
Bibliographic record
Abstract
Community participation in monitoring and evaluation is essential for sustainable education projects; yet, without lasting structures, even high involvement may fail to secure long-term impact in protracted refugee situations. This study examined the influence of community participation in monitoring and evaluation on the sustainability of the Kenya Equity in Education Project (KEEP). The study was grounded on the Ladder Theory of Participation and Stakeholder Theory. This study employed a descriptive research design and used stratified and simple random techniques in selecting 11 project staff, 26 teachers, and 154 parents from a target population of 20 project staff, 50 teachers, and 294 parents. Questionnaires were administered to parents, teachers, and project staff; Focus Group Discussions were conducted with illiterate parents; and interviews with key informants. Community participation in monitoring and evaluation has a significant effect on the sustainability of the Kenya Equity in Education Project (β4=0.460, p=0.000). This study found that there were high levels of participation in monitoring. A significant 96% of community members participated in monitoring the performance of the girls; 87% provided feedback on the impact of the Project; and 31.6% assessed the progress of the construction of school facilities. The Kenya Equity in Education Project was not sustainable as the operations of the project ceased upon the conclusion of the implementation timeframe. This study recommends that: Donors enact policies making it mandatory for organizations to reserve a certain percentage of positions for communities in the project management team as a pre-condition for funding their projects. Windle International Kenya to enact a policy that will require beneficiary communities to contribute 10 to 20 percent of resources through funds or materials during the implementation of projects
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.016 | 0.004 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".