Making Quality Education Accessible in Pakistan: A Social Accountability Appr...Muhammad Sohaib
The project titled “Making Quality Education Accessible in Pakistan -- A Social Accountability Perspective” was designed to promote the idea of participatory school governance. The project, in its targeted areas, advocated for people’s right to free
education, and the importance of education, especially the girls’ education. It also trained communities, revived School Management Committees (SMCs), and formed accountability committees. The idea behind these interventions was to bring communities closer to co-own, co-design, and co-create a learning-friendly environment in the schools.
Under the project, public schoolteachers and district education officials were trained on ‘intraadministrative accountability’. This was done to make teachers realize their rights & responsibilities, and how to deal with intra-administrative conflicts. The project encouraged the community and local leaders to play their role in improving enrolments and lowering dropouts. The project also sought the community members to serve as accountability committee members so as to monitor the working of schools and teachers’ absenteeism.
Making Quality Education Accessible in Pakistan: A Social Accountability Appr...Muhammad Sohaib
The project titled “Making Quality Education Accessible in Pakistan -- A Social Accountability Perspective” was designed to promote the idea of participatory school governance. The project, in its targeted areas, advocated for people’s right to free
education, and the importance of education, especially the girls’ education. It also trained communities, revived School Management Committees (SMCs), and formed accountability committees. The idea behind these interventions was to bring communities closer to co-own, co-design, and co-create a learning-friendly environment in the schools.
Under the project, public schoolteachers and district education officials were trained on ‘intraadministrative accountability’. This was done to make teachers realize their rights & responsibilities, and how to deal with intra-administrative conflicts. The project encouraged the community and local leaders to play their role in improving enrolments and lowering dropouts. The project also sought the community members to serve as accountability committee members so as to monitor the working of schools and teachers’ absenteeism.
Good Governance Implications on Principals' Effectiveness in Public Secondary...ijtsrd
This research titled "Good Governance Implications on Principals' Effectiveness in Public Secondary Schools PSS in the South West Region SWR of Cameroon", sought to examine the extent to which good governance practice participation affect principals' effectiveness. More specifically, this paper sought to find out how participation in decision making affects principals' effectiveness. The survey research design was employed and a sample of 380 made up of school administrators principals, vice principals, senior discipline masters mistresses and counsellors and teachers, students and parents were used. The simple random sampling and purposive sampling techniques were used to select the respondents. The instruments used in collecting data were questionnaires both open and closed ended and a guide for focus group discussion. Validation of instruments was done through face and content validity. Reliability was achieved through the test re test method. The statistical package for social sciences SPSS , version 25 was used to analyse data. Both descriptive and inferential statistics were employed. For descriptive statistics, frequencies, percentages, bar charts and pie charts were used. For inferential statistics, the Pearson Product Moment Correlation Coefficient Value® was employed to test the hypothesis. The results rejected the null hypothesis while retaining the alternative form. The indicator had a moderate relationship, that is, participation in decision making rxy comp. value =0.561 . This value was compared to the maximum value 1, to determine the strength of the relationship. This led to the conclusion that participation in decision making has a significant relationship with principals' effectiveness. Based on these results recommendations were made following the specific objective. Principals are advised regularly to use participatory decision making to foster their effectiveness. Haddassah Limunga Mbake "Good Governance: Implications on Principals' Effectiveness in Public Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31722.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31722/good-governance-implications-on-principals%E2%80%99-effectiveness-in-public-secondary-schools-in-the-south-west-region-of-cameroon/haddassah-limunga-mbake
‘If you do not know where you are going, any road will take you there. [Educational planning] is about choosing a direction and destination first, deciding on the route and intermediary stops required to get there, checking progress against a map and making course adjustments as required in order to realise the desired objectives.’ (UNESCO 2011: 1)
This study provides a gender analysis of public sector budgets in education sector of Pakistan. An indepth analysis of pre-primary to secondary level education budgetary allocations and spending at federal and provincial (Punjab and Sindh) levels for the period of 2016-18 has been conducted through a gender lens. The research methodology is based on four key instruments, which help in systematically approaching our research questions. These instruments include review of existing secondary information and data, key informant interviews, stakeholder consultations, and a detailed review of budgetary processes. The study reveals gender disparity in out-of-school children at primary level. According to the study, 47 per cent boys as opposed to 58 per cent girls in Sindh whereas 39 per cent boys as opposed to 41 per cent girls were out-of-school in the Punjab. The study also finds noticeable gender disparities in budgetary allocations. The study concludes that in order to ensure sufficient allocations to promote girls’ education, the budget making process needs to be reconfigured. The gender lens should be introduced at a very early stage where budget call circulars are being sent to the departments concerned.
Educational planning, is the application of rational, systematic analysis to the process of educational development with the aim of making education more effective and efficient in responding to the needs and goals of its students and society.
Educational planning
Educational planning, is the application of rational, systematic analysis to the process of educational development with the aim of making education more effective and efficient in responding to the needs and goals of its students and society.
Learning entrepreneurship a study of instructional practicesDr.Nasir Ahmad
This study intended to investigate the instructional practices at business schools and the learning of entrepreneurial skills. The objectives of the study were: to find out prevailing instructional practices of business educators, entrepreneurship skills of business graduates and the relationship of instructional practices with entrepreneurial skills. The population of the study comprised of business educators and business graduates of the province Khyber Pakhtunkhwa of Pakistan. The data was collected through two self-developed questionnaires from 79 business educators and 170 business graduates. The results revealed that traditional instructional practices are used by majority of business educators. However some of the business educators used modern instructional practices. The traditional instructional practices have negative relationship with entrepreneurial skills while modern instructional practices have positive relationship with entrepreneurial skills. It was recommended that training may be provided to the business educators to enhance their pedagogical competencies for teaching entrepreneurial skills
THE INFLUENCE OF COMPETENCE ON THE PERFORMANCE OF ALUMNI GRADUATES IN 2020 AN...AJHSSR Journal
ABSTRACT: This study aims to determine the Performance and Competence of Alumni and to determine the
Effect of Competence on the Performance of Management Alumni FEB University of Mataram in 2020 and
2021, this research was conducted on a sample of 2020 and 2021 graduates spread throughout Indonesia, data
collection was carried out through email contact, telephone, WA and direct interviews with alumni. The data
collected and processed using multiple linear regression analysis models with the help of the SPSS programme,
the following data regression parameter results are tested with the t test, R square test and F test. The results
showed that the performance of alumni of Management Study Program FEB Unram seen from the length of the
process of getting a job is included in the fast category, seen from the salary (take hume pay) received is
included in the medium category. The competence of alumni of Management Study Program FEB Unram
related to; Integrity (Ethics and Morals), Mastery of Information Technology, Communication, Teamwork, and
Self-Development is included in the very high category, while Expertise based on the field of science is
included in the high category, Foreign Language (English) ability with moderate category. Of the seven
competency variables tested, only the English competency variable has a significant effect on the performance
of alumni of the Management Study Programme FEB Universitas Mataram.
KEYWORDS: Performance, Alumni Competence
The Community-Based Socially Focused Internship for Management Students is a transformative learning experience designed to empower students to address pressing socio-economic challenges facing communities. Through this internship, students engage in hands-on research, analysis, and collaboration with stakeholders to develop evidence-based solutions and policy recommendations. Key areas of focus include marketing, human resources, banking & finance, hospitality, travel & tourism, urban mobility, waste management, accessibility, livelihood, youth development, substance abuse, green initiatives, education, and housing.
Good Governance Implications on Principals' Effectiveness in Public Secondary...ijtsrd
This research titled "Good Governance Implications on Principals' Effectiveness in Public Secondary Schools PSS in the South West Region SWR of Cameroon", sought to examine the extent to which good governance practice participation affect principals' effectiveness. More specifically, this paper sought to find out how participation in decision making affects principals' effectiveness. The survey research design was employed and a sample of 380 made up of school administrators principals, vice principals, senior discipline masters mistresses and counsellors and teachers, students and parents were used. The simple random sampling and purposive sampling techniques were used to select the respondents. The instruments used in collecting data were questionnaires both open and closed ended and a guide for focus group discussion. Validation of instruments was done through face and content validity. Reliability was achieved through the test re test method. The statistical package for social sciences SPSS , version 25 was used to analyse data. Both descriptive and inferential statistics were employed. For descriptive statistics, frequencies, percentages, bar charts and pie charts were used. For inferential statistics, the Pearson Product Moment Correlation Coefficient Value® was employed to test the hypothesis. The results rejected the null hypothesis while retaining the alternative form. The indicator had a moderate relationship, that is, participation in decision making rxy comp. value =0.561 . This value was compared to the maximum value 1, to determine the strength of the relationship. This led to the conclusion that participation in decision making has a significant relationship with principals' effectiveness. Based on these results recommendations were made following the specific objective. Principals are advised regularly to use participatory decision making to foster their effectiveness. Haddassah Limunga Mbake "Good Governance: Implications on Principals' Effectiveness in Public Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31722.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31722/good-governance-implications-on-principals%E2%80%99-effectiveness-in-public-secondary-schools-in-the-south-west-region-of-cameroon/haddassah-limunga-mbake
‘If you do not know where you are going, any road will take you there. [Educational planning] is about choosing a direction and destination first, deciding on the route and intermediary stops required to get there, checking progress against a map and making course adjustments as required in order to realise the desired objectives.’ (UNESCO 2011: 1)
This study provides a gender analysis of public sector budgets in education sector of Pakistan. An indepth analysis of pre-primary to secondary level education budgetary allocations and spending at federal and provincial (Punjab and Sindh) levels for the period of 2016-18 has been conducted through a gender lens. The research methodology is based on four key instruments, which help in systematically approaching our research questions. These instruments include review of existing secondary information and data, key informant interviews, stakeholder consultations, and a detailed review of budgetary processes. The study reveals gender disparity in out-of-school children at primary level. According to the study, 47 per cent boys as opposed to 58 per cent girls in Sindh whereas 39 per cent boys as opposed to 41 per cent girls were out-of-school in the Punjab. The study also finds noticeable gender disparities in budgetary allocations. The study concludes that in order to ensure sufficient allocations to promote girls’ education, the budget making process needs to be reconfigured. The gender lens should be introduced at a very early stage where budget call circulars are being sent to the departments concerned.
Educational planning, is the application of rational, systematic analysis to the process of educational development with the aim of making education more effective and efficient in responding to the needs and goals of its students and society.
Educational planning
Educational planning, is the application of rational, systematic analysis to the process of educational development with the aim of making education more effective and efficient in responding to the needs and goals of its students and society.
Learning entrepreneurship a study of instructional practicesDr.Nasir Ahmad
This study intended to investigate the instructional practices at business schools and the learning of entrepreneurial skills. The objectives of the study were: to find out prevailing instructional practices of business educators, entrepreneurship skills of business graduates and the relationship of instructional practices with entrepreneurial skills. The population of the study comprised of business educators and business graduates of the province Khyber Pakhtunkhwa of Pakistan. The data was collected through two self-developed questionnaires from 79 business educators and 170 business graduates. The results revealed that traditional instructional practices are used by majority of business educators. However some of the business educators used modern instructional practices. The traditional instructional practices have negative relationship with entrepreneurial skills while modern instructional practices have positive relationship with entrepreneurial skills. It was recommended that training may be provided to the business educators to enhance their pedagogical competencies for teaching entrepreneurial skills
THE INFLUENCE OF COMPETENCE ON THE PERFORMANCE OF ALUMNI GRADUATES IN 2020 AN...AJHSSR Journal
ABSTRACT: This study aims to determine the Performance and Competence of Alumni and to determine the
Effect of Competence on the Performance of Management Alumni FEB University of Mataram in 2020 and
2021, this research was conducted on a sample of 2020 and 2021 graduates spread throughout Indonesia, data
collection was carried out through email contact, telephone, WA and direct interviews with alumni. The data
collected and processed using multiple linear regression analysis models with the help of the SPSS programme,
the following data regression parameter results are tested with the t test, R square test and F test. The results
showed that the performance of alumni of Management Study Program FEB Unram seen from the length of the
process of getting a job is included in the fast category, seen from the salary (take hume pay) received is
included in the medium category. The competence of alumni of Management Study Program FEB Unram
related to; Integrity (Ethics and Morals), Mastery of Information Technology, Communication, Teamwork, and
Self-Development is included in the very high category, while Expertise based on the field of science is
included in the high category, Foreign Language (English) ability with moderate category. Of the seven
competency variables tested, only the English competency variable has a significant effect on the performance
of alumni of the Management Study Programme FEB Universitas Mataram.
KEYWORDS: Performance, Alumni Competence
The Community-Based Socially Focused Internship for Management Students is a transformative learning experience designed to empower students to address pressing socio-economic challenges facing communities. Through this internship, students engage in hands-on research, analysis, and collaboration with stakeholders to develop evidence-based solutions and policy recommendations. Key areas of focus include marketing, human resources, banking & finance, hospitality, travel & tourism, urban mobility, waste management, accessibility, livelihood, youth development, substance abuse, green initiatives, education, and housing.
Oecd norway competence development model final event 9 2020Beatriz Pont
The OECD has engaged with Norway to support the implementation of the competence development model for schools. It is focused on strengthening schools professional learning in partnerships with universities. This powerpoint presents the findings from the OECD report that assesses progress made in the implementation of the model and proposes actions for the model to reach its objectives.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Socio-Economic Factors and Project Implementation in Government Aided Seconda...AJHSSR Journal
ABSTRACT : This study was set to establish the effect of social-economic factors on project implementation in
Government aided secondary schools in Uganda a case study of Kabale District. The elements of socialeconomic factors were: good Leadership, Team motivation and Planning. This study adopted This study used a
cross-sectional survey research design adopting quantitative and qualitative approaches. The quantitative
approach helps to describe the current conditions and to investigate cause and effect relationships between the
study variables. Data was collected in the means of administering a questionnaire survey from a sample of
162respondents. SSP was used to test hypotheses. Findings revealed that, (r = ..962, P≤.01). The study
recommends that the social-economic factors such asgood Leadership, Team motivation and Planning should be
put into consideration when the government is providing/ giving resources to facilitate projects in Government
Aided secondary schools in Kabale District.
KEYWORDS: Project Implementation, Government-Aided Schools
Workshop : How to implement a development cooperation project in Cuba. Learn...Coachability Foundation
PROJECT HIGHLIGHTS.This course provides a comprehensive understanding of the process and strategies involved in implementing a development cooperation project in Cuba. Participants will gain insights into the cultural, social, and economic context of Cuba, as well as the specific challenges and opportunities in the field of development cooperation. Through practical examples and case studies, participants will learn how to design, manage, and evaluate projects effectively, considering factors such as sustainability, stakeholder engagement, and local capacity building.
Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...IJAEMSJORNAL
Over the past years, quality assurance processes in education have become increasingly common and are steadily gaining in importance in all public and private higher education institutions. This, in turn, has brought about calls for greater accountability on the part of educational providers in measuring outputs or outcomes through quality assurance processes. Presently, the NONESCOST is continuously pursuing its quest for quality education as manifested by its International Certification on ISO 9001 and AACCUP Accreditation. With the recent challenge for all private and public HEIs on Institutional Sustainability Assessment (ISA), NONESCOST is taking its first step. Hence, this study was undertaken to ascertain the extent of compliance of the College to the Key Result Areas (KRAs) of ISA and its significant difference and relationship. Descriptive method was used in the study using the Self-Evaluation Document (SED) of the CHED-ISA administered to the College Officials and employees using purposive sampling technique. The study revealed that NONESCOST is greatly compliant as a whole and as to the five KRAs but the indicators were not fully met at a level of excellence that can be a model for others. A significant difference exist at 0.05 level for KRA1-Governance and Management, KRA2-Quality of Teaching and Learning, KRA3-Quality of Professional Exposure, Research and Creative Work, and KRA5-Relations with the Community. Further, no significant relationship exists between Governance and Management to; KRA2, KRA3 and KRA5 while a significant relationship exist between Governance and Management and KRA4: Support for Students.
Investigating the relationship between knowledge management practices and org...IJECEIAES
The concept of knowledge management (KM) and organizational learning (OL) has been embraced by organizations to complement each other. Higher education institutions have embraced KM and OL as a means to improve organizational efficiency. This research explores the link between KM and OL. The target population included all the 432 academicians and administrators from 35 public universities in Iraq. The sampling was selected using a stratified random sampling technique. The correlation among the components of KM and OL was tested as well as the effect of KM components on OL. The findings were derived using smart partial least square. The findings showed that there is significant correlation between components of KM and components of OL. The regression analysis showed also that the effect of KM and its components; knowledge creation, knowledge sharing, knowledge storage, knowledge application and knowledge acquisition on OL are significant. These findings provide insights to universities management on strategies to implement KM practices that can align with OL practices to assure dynamic lifelong mechanisms for the basic daily activities such as teaching, learning, researching, and supervision.
Supervision as a Determinant of Public Secondary School Teachers’ Effectivene...iosrjce
The study investigated supervision as a determinant of public secondary school teachers’
effectiveness in Central Senatorial District of Delta State. Seven research questions were raised and answered
and seven hypotheses were formulated and tested to guide the study. The study used the correlational research
design. A sample of 997 teachers was utilized for the study. The research instrument used for data collection
was the questionnaire titled teachers’ supervision and teachers’ effectiveness (TSTE) questionnaire. The data
collected were analyzed using simple percentage for the socio-demographic data and simple regression and
correlation statistics for the research questions and hypotheses. The seven hypotheses were tested at 0.05 level
of significance. The results revealed that there was a significant relationship between teachers’ supervision and
their teaching effectiveness, there was a significant relationship between teachers’ educational qualification and
their teaching effectiveness, and there was a significant relationship between teachers’ teaching experience and
their teaching effectiveness, hence supervision was seen as a vital and critical element of teaching effectiveness.
Influence of Institutional Management Practices on Implementation of Educatio...ESD UNU-IAS
Influence of Institutional Management Practices on Implementation of Education for Sustainable Development in Host Universities of Regional Centres of Expertise, Kenya
Dr. Nancy Ng’ang’a (RCE Greater Nairobi)
12th African RCE Regional Meeting
28-30 November, 2022
Impact of School Policies on Student Discipline in Fort Portal Municipality, ...Turyamureeba Silaji
This cross-sectional survey investigates the attitudes, opinions, and experiences of teachers,
students, and head teachers regarding school policies' influence on student discipline in Fort
Portal Municipality's secondary schools, Kabalore District. The study's objective is to identify
the effects of school policies, causes of student indiscipline, and the role of school
administration in shaping discipline. A sample size of 210 respondents was selected using
purposive and random sampling techniques. Data collection involved structured
questionnaires and face-to-face interviews, employing both primary and secondary data
sources. Statistical analysis using SPSS and qualitative descriptive analysis revealed
intriguing insights. A comprehensive survey encompassing the distribution of respondents
by sex, marital status, and age bracket was conducted, revealing intriguing demographic
trends. A robust exploration was undertaken to discern the influence of school policies on
student discipline, eliciting responses from diverse stakeholders including teachers, head
teachers, students, PTA members, and Board of Governors. The findings underscore the
significant influence of school policies, with identified factors including Universal secondary
education, Compulsory Science subjects, trained teachers, games and sports, vocational
subjects, and specific registration criteria for academic progression. Moreover, the research
delved into the underlying causes of student indiscipline, highlighting pivotal issues such as
domestic violence, heredity, peer influence, lenient disciplinary measures, dearth of positive
role models, and cultural influences. These insights underline the complex interplay of
societal factors impacting student conduct. Additionally, the study expounded on the effects
of school administration strategies on student discipline, emphasizing the critical role
played by rule-setting, guidance and counseling, supervision, parental involvement,
sensitization programs, and robust administrative structures in fostering a disciplined
academic environment. The comprehensive analysis of these diverse dimensions unveils the
intricate landscape influencing student behavior in secondary schools, suggesting the need
for nuanced policy interventions and administrative strategies to cultivate a conducive
environment for positive student conduct and academic excellence.
Keywords: School policies, student discipline, secondary schools, cross-sectional survey,
attitudes, causes of indiscipline, school administration
Experience moderator effect on the variables that influence intention to use ...journalBEEI
The study has two objectives, first is exploring the variables that affect the intention to use mobile learning and second is investigating the experience moderator effect on the variables that influence intention to use mobile learning in higher education institutions (HEI) in Iraq. Then formulate a model for intention to use mobile learning. A questionnaire has been conducted in this research for collecting the feedback from the participants. The findings confirmed that social influence (SI), performance expectancy (PE), “facilitating conditions” (FCs), effort expectancy (EE) and “satisfaction” (SA) have an important influence on the intention to use mobile learning. But, this study has rejected the “personal innovativeness” (PINN) factor as it was found not important. Furthermore, the study has confirmed that the experience moderator variable has an influence of EE, SI, and PE on the intention to use mobile learning. This study is significant to the field of discipline as it will provide a roadmap for HEI to recognize the factors that affect the intention to use mobile learning.
School policies and discipline of students: A case study of selected Secondar...Turyamureeba Silaji
School policies and students discipline are the heart of any education institution. Education is the basis of the official
policy on the purpose and programs of Education. White papers’ articulation of the purpose of Uganda’s education
system continues to be supreme guidance for the sector. The purpose of this study was to establish the influence
School policies on students’ discipline, to establish the influence of school policies on students’ discipline, to identify
the causes of students’ indiscipline in secondary schools and to establish the effects of school administration on
students’ discipline in Fort portal Municipality in Kabalore District. The study was carried out using a crosssectional
survey design to investigate the attitudes, opinions and feelings as well as experiences of teachers, students
and head teachers of the secondary schools of Fort portal Municipality, purposive sampling was used to get the
sample of respondents from head teachers and leaders of the locals while questionnaires was the main instrument of
data collection in this study, which was structured, and self-administered. The study found out that 81 respondents
accounting for 23.9% said that Universal secondary education is one of the influence of school policies, 60
respondents accounting for 17.9% supported compulsory Science subjects as another influence, 52 respondents
accounting for 15.4% supported trained teachers, 46 respondents accounting for 13.5% supported games and sports
or physical education, 28 accounting for 8.2% supported vocational subjects while 71 respondents accounting for
21.1% supported not registering students with division 9 at UCE school policies. The most effective strategy to
maintain discipline in school is by use of dialogue and creating an understanding among students especially their
leaders about the need to live in a disciplined environment both at school and beyond. Appreciation of this philosophy
is a key to discipline maintenance. Discipline issues should be a collective responsibility. Naturally this approach go
hand in hand with good academic performance.
A yardstick for testing whether a revelation, prophecy, vision, dream or such other word that you receive personally or from another person, Pastor, Prophet, Teacher etc is of God and from GOD. The yardstick was first given By The Mightiest Prophets of The Lord (The Latter Elijah and Moses)
Compilation of Prophetic messages received in the time leading to the tribulation. Compiled and edited these messages give important instructions to the left behind church on how to survive and how to enter heaven during this great trial period.
A book containing the Words of Our LORD Jesus to the church. It has prophecies regarding the rapture of the church, how to prepare for that great visitation and the tribulation and judgements that will be after the church of Christ is taken away
Another book containing the Words of Our LORD Jesus to the church. It has prophecies regarding the rapture of the church, how to prepare for that great visitation and the tribulation and judgements that will be after the church of Christ is taken away
A MUST READ FOR EVERY CHRISTIAN. A most important book containing the Words of Our LORD Jesus to the church. It has prophecies regarding the rapture of the church, how to prepare for that great visitation and the tribulation and judgements that will be after the church of Christ is taken away. it contains details about the antichrist, his operations and the terror that he will reign on earth. it gives great information on how to escape all the coming terror and how to make it to heaven.
The LORDs instructions on how to survive the coming tribulation era and how to enter Heaven during the greatest distress ever since the creation of the earth.
Preparing for the imminent rapture of the Church before the tribulation begins. Its time to prepare. He comes for a ready church, a ready bride, a refined bride, holy righteous and pure. this e book contains the Words of the Lord to one of His endtime mesanger. PREPARE NOW. The Rapture is imminent and will occur and after it HAVOC under the antichrist.
THE MIGHTY HEALINGS OF THE ENDTIMES
CRIPPLES WALKED, BLIND EYES OPENED, PARALYTIC HEALED, DEAF EARS OPENED, LEPROSY HEALED UNDER THE MIGHTY ANOINTING OF THE HOLY SPIRIT IN THE MEETINGS OF THE LORD PRESIDED BY HIS MIGHTY ENDTIME PROPHET.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Stephen kamau, charles rambo, john mbugua performanace of construction projects, policy governanace and project management practices
1. IOSR Journal Of Humanities And Social Science (IOSR-JHSS)
Volume 24, Issue 6, Ser. 2 (June. 2019) 41-51
e-ISSN: 2279-0837, p-ISSN: 2279-0845.
www.iosrjournals.org
DOI: 10.9790/0837-2406024151 www.iosrjournals.org 41 |Page
Performance of Construction Projects: Examining the role of
School Infrastructure Policy Governance and Project
Management Practices
Stephen J. Kamau1
, Charles M. Rambo2
, John Mbugua2
1
(Ph.D. Candidate, School of Open and Distance Learning, University of Nairobi, Kenya)
2
(School of Open and Distance Learning, University of Nairobi, Kenya)
Corresponding Author: Stephen J. Kamau
Abstract: The study examined how school infrastructure policy governance influences the performance of
construction projects and whether project management practices mediated that relationship. The study was a
correlational design cross-sectional survey. The target population was 920 head teachers and 86 District
Education Officers (DEOs) in the 13 regions of Somaliland.Purposive sampling and proportionate stratified
random sampling with replacement were used to sample 272 schools while simple random sampling was used to
sample 20 DEOs. Data collection was done through self-administered questionnaires for head teachers and semi-
structured interviews for DEOs. Questionnaire pilot testing was done on 28 head teachers. The survey response
rate was 90.8% (247 head teachers) for questionnaires and 100% (20 DEOs) for interviews. Path analysis was
used to analyze the variable relationships. Relationships among the variables were tested using t-tests at 5% level
of significance. School infrastructure policy governance exert a significant direct effect (b = -0.3283, t = -8.2143,
p< 0.001, R2
= 0.5250) and a significant indirect effect (0.2755, CI [0.2283, 0.4645])on performance of
construction projects. A direct negative linear relationship exists between school infrastructure policy
governance and performance of construction projects. Policy governance exerts its influence on performance of
construction projects through project management practices which mediate the relationship. The study was
limited to construction projects in public primary schools in seven sampled regions in post-conflict Somaliland.
Keywords: Policy Governance, Project Management Practices, Performance, Construction Projects, Mediation.
--------------------------------------------------------------------------------------------------------------------------------------
Date of Submission: 22-05-2019 Date of acceptance: 08-06-2019
---------------------------------------------------------------------------------------------------------------------------------------
I. INTRODUCTION
Continued global development has persistently increased demand for educated and skilled citizens
making education more and more a basic requirement in modern society. In realization of this, the international
community has made primary education both free and compulsory for all worldwide. For schools to realize their
education service delivery goals, school infrastructure is needed. The infrastructure should not only be fit-for-
purpose but also adequate and of quality. Governments establish school infrastructure regulatory policy to set
standards for infrastructure facilities for schools to comply with. Schools mount construction projects and other
projects in order to establish more physical facilities, maintain existing ones and rehabilitate others in a bid to
comply with the infrastructure policy requirements set in the school infrastructure regulatory policy.School
construction projects refer to the built environment in the school and include physical facilities such as structures
and the associated amenities[1].
Once construction projects are mounted, it is necessary to measure their performance. This can be done
using project performance indicators [2]. The criteria for measuring construction project performance should be
developed at the project planning stage so that implementers are aware of the output, deliverables and outcome
requirements that will be used to measure the performance of the projects and return the verdict of success or
failure. A blend of subjective and subjective indicators can be used to measure project performance among them:
realization of output,variations from the initial project plans, completion within schedule, completing within
budget, meeting standards, realizing scope, achieving functionality; satisfaction of client, users, implementers,
designers, and management with the project [3]. The study sought to measure the performance of construction
projects undertaken in Somaliland’s public primary schools within a period of five years (2014-2018).
Policy governance refers to how a regulatory policy or other policy is implemented by the policy users
and enforced by the regulator. It is how the policy functions and who and how decisions relating to the policy
implementation process are made in order to realize the policy goals[4].Policygovernance is, therefore, the
design of the regulatory system and how it is established and built to function[4].Policy governance is often
2. Performance of Construction Projects: Examining the role of School Infrastructure Policy ..
DOI: 10.9790/0837-2406024151 www.iosrjournals.org 42 |Page
regarded as synonymousto policy administration. For school infrastructure policy, policy governance can be
indicated by: the policy administration structure, inspections, predictability of the policy, accountability of the
regulator, independence of the regulator, transparency of the regulator, ease or difficulty of implementing the
policy by users, stability of the policy, remedial and punitive measures against violations, effectiveness and
efficiency of the policy administration structure and, consistency of policy enforcement, monitoring and
evaluation.
The effectiveness and efficiency of the established policy administration system significantly determine
the realization of policy objectives. Where the policy administration structure is devolved and different bodies
are involved in policy enforcement, differences in methods, strictness and, practices manifest. Where policy
enforcement officers are designated areas of jurisdiction, the policy implementation and enforcement vary among
areas depending on the jurisdiction officer’s personal commitment, work efficiency, determination, loyalty,
moral and ethical values. Policy administration requires resources. The regulator needs funds and capital
resources to sensitize policy users, train them, undertake inspections, carry out policy reviews and, monitor and
evaluate policy results [4][5]. Where the regulator is short of resources or lacks the power to undertake remedial
and punitive measures againstnon-implementation and other policy violations by policy users, then policy
implementation is left to the will of the policy users as the policy administration system is toothless and can only
depend on such tactics as persuasion. The latter is the case in Somaliland. The Ministry of Education and Higher
Studies (MOEHS), short of financing and capacity is unable to significantly enforce the school infrastructure
policy and other education policies [6]. The state’s policy administration system is devolved with national,
regional and district education officers enforcing policies at their level and geographical jurisdictions.
Consequently, school infrastructure policy administration varies from region to region and district to district [7].
Regional and district officers differin their methods and styles of administration and leadership due to differences
in experience, education, personality, cultural background, personal culture, policy know-how, policy training,
motivation, diligence and commitment to duty; which culminate in policy administration differences.
Policy realizes its results by changing the practices. In an industry, new policies will target to restrict or
eliminate certain management practices by outlawing them and prescribing punitive measures against them while
at the sametime promoting other practices by giving incentives or setting them as requirements in the policy.
Differences in policies then result in differences in practices and eventually differences in results [8]. School
infrastructure policy sets standards and requirements for school infrastructure projects which resultsin school
administrations changing their project management approaches and practices in order to comply with the policy.
Just like policy enforcement has costs implications to the regulator, policy implementation creates new costs to
the policy users. This is the costs of compliance which eventually often increase the costs of the projects to the
schools thus affecting project performance.
The study was done in the state of Somaliland and aimed to establish theeffects of school infrastructure
policy administration on the performance of construction projects in public primary schools.
II. LITERATURE REVIEW
When a new school infrastructure policy is instituted that abolishes the old policy, schools vacate from
the old policy and its requisite management practices to the new policy and seek to institute management
practices that match the new policy’s requirements. In the short term performance of school projects are
negatively affected as the policy administration system adjust to the new policy. This was the case with many
countries’ free primary education policies (FPE). In South Africa, performance of school projects declined when
FPE was introduced because it switched project financing source from fees charged to parents to government
capitation which was much less [9].
Policy administration influences performance of projects but only to the extent of the policy’s
implementation. Policies that are sparingly enforced have little effect on performance of projects and in turn, fail
to significantly realize the policy [10]. Construction projects policies’ tend to be costly to comply with, resulting
in implementers resistance necessitating policy enforcement. Stricter enforcement results in higher compliance
and better realization of policy goals. Policies, therefore, have to be administered for their objectives to be
realized [11].Policy administration, however, requires resources in terms of capacity, equipment, materials, and
funding to develop inspection tools and system, undertake inspections, audits, consultative forums, policy
reviews, certifications, and other policy administration activities.
At the primary school level, new policies that distress the status quo are perceived by school management
as threatening and onerous [12] resulting in policy resistance and reduced projects’ performance. Sensitization,
persuasion, participation, and stakeholder education are interventions that can ease the situation. Policy
administration work can become increasingly difficult if the policy implementers and users are facing challenges
in implementing the policy in their institutions and situations. Such challenges in primary schools include
inadequate funding and lack of financial, accounting and project management skills among school managers[13].
3. Performance of Construction Projects: Examining the role of School Infrastructure Policy ..
DOI: 10.9790/0837-2406024151 www.iosrjournals.org 43 |Page
The study sought to test the following models:
Figure 1: Total effect model
Figure 2: A Mediation model
III. RESEARCH METHODOLOGY
The study used mixed methods,cross-sectional study design where data was collected using
questionnaires and interviews. The target population of the study comprised 920 head teachers in 920 public
primary schools in Somaliland. Eighty-two District Education Officers (DEOs) in the 13 regions in the state were
also targeted. The units of observation were head teachers and DEOs. The unit of analysis was the school. In the
State’s policy administration structure, the MoEHS head offices oversee Regional Education Officers, who
oversee DEOs, who exercise oversight authority over the head teachers.
To determine an appropriate sample, the study used the large population sample size formula (n=z2
(P)(Q)/ α2
) then applied the Cochran finite population correction at 5% level of significance resulting to a sample
of 272 schools. The sampled units of observation were 272 head teachers and 20 DEO’s. To draw the sample,
multistage sampling was used. Purposive sampling was used to sample 7 from 13 regions, resulting in a sample
of 735 primary schools and 56 districts. Next proportionate stratified random sampling with replacement was
used to draw a sample of 272 schools from the 735 schools. The head teachers of these 272 school were
participated in the study by filling questionnaires. From the 56 districts, 20 DEOs were randomly selected and
participated in the study through semi-structured interviews. The questionnaire had 11 items for each variable, 10
of which were 5-point Likert scale items. It was piloted on 52 respondents. The Cronbach alpha coefficient of
internal consistency was α = .878 for X1, α = .754 for X2 and α = .826 for Y; indicating the research tool was
reliable. Peer review, empirical literature review, and piloting were used to ensure the validity of the instruments.
Quantitative data collection was done by a drop-and-pick later method.
Data analysis was done using path analysis technique to compute the direct and indirect effects of X1 on Y. The
Andrew Hayes Process tool (model 1) was used to compute the path coefficients, indirect effect and the
bootstrap confidence intervals which were used to test the following hypotheses:
HOa: Policy governance (X1) has no total effect on performance of construction projects (Y).
HOb: Policy governance (X1) has no direct effect on performance of construction projects (Y).
HOc: Policy governance (X1) has no indirect effect on performance of construction projects (Y).
IV. FINDINGS AND DISCUSSIONS
The study’s response was 247 (90.8%) head teachers’ questionnaires completed and returned and 20
(100%) DEOs interviewed.To test whether the data was suitable for the application of parametric tests;
normality, multicollinearity, homogeneity of variance and independence of error term test were conducted. The
Kolmogorov- Smirnov test for normality returned D (247) = 0.057, P= 0.052 for policy governance; D (247) = 0
.048P= 0.2 for project management practices; and D (247) = 0.046, P= 0.2 for performance of construction
projects. This shows that data for the three variables of the study were each drawn from a normally distributed
X2
Project management
practices
X1
Policy governance
Y:
Performance of school
construction projects
e2
e3
X1
Policy governance
Y:
Performance of school
construction projects
e2
4. Performance of Construction Projects: Examining the role of School Infrastructure Policy ..
DOI: 10.9790/0837-2406024151 www.iosrjournals.org 44 |Page
population.The tolerance value (TV) and its related inverse VIF were used to test for multicollinearity.The
results were: policygovernance,TV = 0.782, VIF=1.279; project management practices,TV= 0.574, VIF =1.741;
which were indicative of absence of multicollinearity. Levene statistic was computed: policy governance, F (29,
212) = 0.907, P = 0.608; project management practices F (29,212) = 0.890, P = 0.633,showing the variances in Y
were constant at different points of the exogenous variables.The Durbin Watson statistic returned D= 2.070,
indicating the error terms were independent.The data was, therefore, appropriate for the application of parametric
tests.
The head teachers’ responses for the 10, 5-point Likert items per variable were totaled for each variable
per school on a scale of 10-50 and binned into three groups: disagree, not sure and agree. The results are shown
in Table 1 below.
Table 1: Binned Dataon the Study Variables
Variable Response category Frequency Percent Mean
Standard
Deviation
Performance
of
construction
projects
Disagree/low (10<26) 68 27.5
29.60 7.12
Not sure (26<34) 109 44.2
Agree/high (34≤50) 70 28.3
Total 247 100.0
School
infrastructure
policy
governance
Disagree/low (10<26) 54 21.9
32.41 8.85
Not sure (26<34) 85 34.4
Agree/high (34≤50) 108 43.7
Total 247 100.0
Project
management
practices
Disagree/low (10<26) 40 16.2
30.88 5.33
Not sure (26<34) 133 53.8
Agree/high (34≤50) 74 30.0
Total 247 100.0
These findings indicate that the respondents were divided as to whether performance of construction
projects was high or low with 68 (27.5%) of respondents indicating that it was low, 70 (28.3%) indicating that it
was high and 109 (44.2%) of respondents taking a lukewarm position. The mean score was 29.60 and falls in the
“not sure” category indicating the respondents were indifferentas to whether performance of construction
projects was low or high. This shows that there were schools that had had good performance of construction
projects that they had undertaken, other schools had poor performance while others had a mixture of both: some
projects performing well with others realize dismal results.
On policy governance, the respondents took a slightly favorable position with a mean of 32.41 and
standard deviation of 8.85. Of the schools surveyed,108 (43.7%) expressed a favorable opinion on how school
infrastructure policy was administered by MoEHS, 54 (21.9%) thought that the policy governance was wanting
while 85 (34.4%) schools were lukewarm over the issue. This shows that more schools were of the opinion that
school infrastructure policy governance influenced performance of their construction projects.
Of the 247 schools, 74 (30%) of the respondents believed the project management practices in their
schools were adequate to give a good performance of their schools’ construction projects as compared to 40
(16.2%) who believed their schools’ project management practices could yield low-performance levels for their
school construction projects. The majority (133, 53.8%) of the respondents were unsure whether their schools
project management practices were adequate or inadequate to yield good performance of their school’s
construction projects. With an overall mean of 30.88and a standard deviation of 5.33, it can be inferred that the
respondents had an overall slightly positive perspective of the project management practices used in construction
projects in primary schools and believed that the fairly good practices resulted in good performance of the
school’s construction projects.
The study findings for individual Likert scale items on policy governance indicated that of the schools
surveyed, the respondents felt that the policy administrative structure was ineffective, implementation of the
school infrastructure policy was ineffective, the school infrastructure policy was stable, the inspection criteria for
school construction projects was unclear in some schools, some school inspectors were biased, MoEHS approved
school construction projects before their commencement - though not all the time and, MoEHS approved newly
completed construction projects before they are commissioned for use. Further, policy governance at MoEHS
was negatively affected by a shortage of funding which caused the ministry to choose policy administration
activities that they could manage to undertake given their resource limitations. Given such a choice, policy
administration activities got done at only low levels and in some cases remained undone.
On project management practices, the findings on the Likert scale items indicate that school
infrastructure construction projects were identified and selected largely without stakeholder involvement and
5. Performance of Construction Projects: Examining the role of School Infrastructure Policy ..
DOI: 10.9790/0837-2406024151 www.iosrjournals.org 45 |Page
experts were largely not involved in project design. However, schools involved stakeholders in project planning,
involved the community in project financing and engaged external parties in the implementation of school
construction projects. The findings further indicate that completed construction projects were put into use before
they were inspected for compliance with the school infrastructure policy, head teachers oversee project
implementation and ensure project clean-up is done. The findings also indicate that MoEHS had not financed
most of the construction projects in the primary schools. These findings show the active role that head teachers in
Somaliland primary schools have to play for school construction projects to become a reality which includes
project identification, selection, design, and planning, resource mobilization, overseeing project implementation
and ensuring site clean-up on project completion.
4.1 Total Effect
To establish the relationship that exists between policy governance and performance of construction
projects the total effect was analyzed using linear regression analysis. The output for the path coefficients and
other statistics is shown in Table 2 and Figure 3.
Table 2: Regression Coefficients for Total Effect of Policy Governance on Performance of Construction
Projects.
Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
95.0% Confidence
Interval for b Correlations
Model b
Std.
Error Beta
Lower
Bound
Upper
Bound
Zero-
order Partial Part
Constant 30.636 1.726 17.748 0.000 27.236 34.036
PG -0.032 0.051 -0.040 -0.620 0.536 -0.133 0.069 -0.040 -0.040 -0.040
Note: Dependent Variable: Performance of Construction Projects. PG-Policy Governance.
n =247, α = 0.05.
Figure 3: Total effect model
In the model, R2 = 0.002, indicating an insignificant 0.2% explanatory power of policy governance on
of the variations in performance of construction projects. The influence (-0.032) exerted by policy governance
on performance of construction project (in the absence of project management practices) was too small and
insignificant (P= 0.536).
4.2 Direct and Indirect Effects
The relationship between policy governance and project management practices was tested in the first
stage of the mediation analysis (X1 →X2). Path analysis technique was used with the aid of Andrew Hayes
Process tool. The output is shown in Table 3.
Table 3. Regression Coefficients for Indirect Effect of Policy Governance on Project Management Practices
Confidence interval
Model Coefficient. se t value P (sig) LLCI ULCI
Constant 21.8422 1.1454 19.0699 0.0000 19.5862 24.0983
Policy Governance 0.2788 0.0341 8.1771 0.0000 0.117 0.3460
Note:Predictor: Policy governance
n =247, α = 0.05
Policy governance (X1) was found to be a significant predictor of project management practices (X2), (b
= 0.2788, t=8.1771, p< .001). The value of R2
was 0.2144, indicating that 21.44% of the variations in project
management practices could be explained by variations in policy governance. This shows that policy governance,
X1
Policy governance
Y:
Performance of school
construction projects
e2
b = -0.032, P=0.536
e2
= 0.051
6. Performance of Construction Projects: Examining the role of School Infrastructure Policy ..
DOI: 10.9790/0837-2406024151 www.iosrjournals.org 46 |Page
whose implementation process was found to be ineffective, does not significantly determine performance of
construction projects directly but influences indirectly by influencing the project management practices that the
schools apply.
At the second stage of the mediation analysis, the relationship between policy governance and performance of
construction projects was analyzed in the presence of the mediator (X1│X2→Y). The output is shown in Table 4.
Table 4. Regression Coefficients for Direct Effect of Policy Governance and Indirect Effect of Project
Management Practices on Performance of Construction Projects.
Confidence interval
Model Coefficient se t value P (sig) LLCI ULCI
Constant 9.0530 2.0585 4.3979 0.0000 4.9984 13.1077
Policy Governance -0.3074 0.0439 -7.0072 0.0000 -0.3938 -0.2210
Project management
practices
0.9881 0.0728 13.5643 0.0000 0.8446 1.1316
Note: Predictors: Policy governance, Project management practices
n =247, α = 0.05
Policy governance (X1) was found to significantly predict the performance of construction projects (Y)
when project management practices is in the model, (b= -0.3283, t= -8.2143, p< 0.001). R2
was 0.5250
indicating that 52.5% of the variations in Y could be explained by the variations occurring in both policy
governance and project management practices.
Projects management practices had a significant positive influence on performance of construction
projects (b= 0.9881, p<0.001) indicating that it is a significant predictor of performance of construction projects
in schools.The direct effect of policy governance on performance of construction projects (p31) was -0.3074,
(p<0.001) indicating that; controlling for project management practices, policy governance exerted a negative
influence on performance of construction projects. This is in line with empirical literature that project regulatory
policy restricts project management practices and increases the costs of mounting projects due to the extra costs
of policy compliance [10]. Besides, the costs of policy administration and governance are often passed on to
policy users through such methods as inspection fees, clearance and approval certifications, among others;
increasing the project costs and reducing the number of projects mounted by making it more difficult,
bureaucratic and strenuous to mount projects.
The indirect effect (P21 *P32) was 0.2755 which when fully standardized was 0.3432, CI [0.2283,
0.4645]. This shows that policy governance exerts a moderate positive influence on performance of construction
projects through project management practices. This finding is line with the theory of policy that: policy
administration and enforcement practices focus on changing existing practices to bring them in line with the
policy requirements in order to realize certain policy goals [4]. Policy governance thus works through changing
management practices on the ground to bring about changes in performance. R2
was 0.4308 (p<0.001) indicating
that 43.08% of the variations in performance of construction projects are explained by variations in policy
governance and project management practices.
The resulting models for direct and indirect effects were:
Y= 30.636 – 0.032X1+ e; e=0.051 ………….. (1)
M= 21.8422+ 0.2788X1+ e2. e2 = 0.341 …………... (2)
Y= 9.0530 – 0.3074X1 + 0.9881M + e3. e3 = 0.1167 ………….. (3)
Where:
X1 – Policy governance (independent variable)
M - Project management practices (mediator)
Y - Performance of construction projects (dependent variable)
e- The disturbance term
When the standardized path coefficients are deployed in the model, the results are shown in Figure 4.
7. Performance of Construction Projects: Examining the role of School Infrastructure Policy ..
DOI: 10.9790/0837-2406024151 www.iosrjournals.org 47 |Page
Figure 4. Path analysis model for policy governance.
In Figure 4, the standardized path coefficients for the relationship between policy governance and
performance of construction projects with project management practices in the model are depicted. This
summarises the direct and indirect effects of X1 on Y.
4.3 Testing of Hypothesis
The following hypothesis was tested.
HOa: Policy governance (X1) has no total effect on performance of construction projects (Y). HO: b =0
HA: Policy governance (X1) has a significant total effect on performance of construction projects (Y).HA: b ≠ 0
The value of b of -0.032 in the total effect model is not significant at 5% level of significance with P=0.536. We
accept the null hypothesis that policy governance has no significant total effect on performance of construction
projects.
HOb: Policy governance (X1) has no direct effect on performance of construction projects (Y). HO: p31 =0
HA: Policy governance (X1) has a significant direct effect on performance of construction projects (Y). HA: p31 ≠
0
Since P31 = -0.3074, P<0.001, we reject the null hypothesis that P31 is not significant and accept the alternative
hypothesis that policy governance has a significant direct effect on performance of construction projects.
HOc: Policy governance (X1) has no indirect effect on performance of construction projects (Y).HO: P21 *P32 = 0
HA: Policy governance (X1) has a significant indirect effect on performance of construction projects (Y).HA: P21
*P32 ≠ 0
The indirect effect (P21 *P32) is 0.2755 which when fully standardized is 0.3432, CI [0.2283, 0.4645]. Since the
confidence interval does not include zero, we reject the null hypothesis and infer that policy governance has a
significant indirect effect of performance of construction projects. This leads to the conclusion that project
management practices mediate the relationship between policy governance and performance of construction
projects.
V. CONCLUSIONS
The findings indicate that policy governance has both a direct effect (- 0.3074) and an indirect effect
(0.3423) on performance of construction projects when project management practices is in the model. Policy
compliance and enforcement has costs. In the case of school infrastructure policy, the policy compliance costs
increase the project costs thereby reducing the number of projects mounted and completed in the short-term and
even medium-term hence the negative direct effect of policy governance on project performance. When policy is
developed and policy users are not sensitized on the policy and how to apply it, a lull results where some users
try to adopt the policy, others resist it while others take a wait-and-see stance. When project management
practices is not in the model, policy governance exerts no significant total effect on project performance
indicating that the existence and administration of a policy on its own do not affect performance of
projects.Project management practices mediate the relationship between policy governance and performance of
construction projects. Policy works by influencing management practices to realize its intended goals. When
policy is not adequately enforced, the regulated apply the policy on goodwill basis which results to some
M
Project management
practices
X1
Policy governance
Y:
Performance of
construction projects
e2
e3
P21= 0.2788
P32
=0.
988
1
P31b = -0.3074
P3e5 = 0.1167
P2e2 = 0.0341
8. Performance of Construction Projects: Examining the role of School Infrastructure Policy ..
DOI: 10.9790/0837-2406024151 www.iosrjournals.org 48 |Page
applying the policy fully, others partially and others not at all, which in turn result in disparities in quality and
performance. Policy is effective in realizing its results to the extent to which it is implemented.
In the case of MoEHS policy governanceis largely suppressed by the shortage of budgetary allocation at
MoEHS level and the school infrastructure policy was not being actively enforced. The MoEHS school
infrastructure policy administrative structure is ineffective and the school inspection criteria are unclear at the
school level. Lack of active enforcement of the policy resulted in schools customizing the policy requirements
and complying to the extent that they could manage.
The paper adds knowledge on how policy administration affects performance of projects in the post-
conflict setting. The findings will be of use to policymakers especially Somaliland’s MoEHS as they formulate
policies and review the school infrastructure policy. Other stakeholders and development agencies engaged in
education restoration and development may find this paper of use. The study was limited to school infrastructure
policy and construction projects in Somaliland’s public primary schools.
REFERENCES
[1]. Ministry of Education and Human Resources Development. (2011), Policy Statement and Guidelines for
School Infrastructure in Solomon Islands. Solomon Islands: Author.
[2]. Gyadu-Asiedu, W. (2009), Assessing construction project performance in Ghana: Modelling practitioners'
and clients’ perspectives. Eindhoven: Technische Universiteit Eindhoven.
[3]. Chan, A. P. C., & Chan, A. P. L. (2004). Key performance indicators for measuring construction success.
Benchmarking:An International Journal, 11 (2), 2003-221.
[4]. Brown, A. C., Stern, J., Tenenbaum, B., & Gencer, D. (2006). Handbook for evaluating infrastructure
regulatory systems. Washington, D. C.: The World Bank.
[5]. Coglianese, C. (2012). Measuring regulatory performance: Evaluating the impact of regulation and
regulatory policy- Expert paper No. 1. Paris, France: OECD.
[6]. Ministry of Education and Higher Education. (2015). Education statistics yearbook 2013/2014. Hargeisa,
Somaliland: Author.
[7]. Ministry of Education and Higher Studies. (2017), Education sector strategic plan 2017-2021. Hargeisa,
Somaliland: Author.
[8]. Folz, D. H. (1999), Recycling policy and performance: Trends in participation, diversion, and costs.
Public Works Management & Policy, 4(2), 131-142.
[9]. Marishane, R. N. (2013). Management of school infrastructure in the context of a no-fee schools’ policy in
rural South African schools: Lessons from the fields. International Journal of Education Policy &
Leadership, 8(5), 1-13.
[10]. Usman, N. D., Kamau, P. K., & Mireri, C. (2014), The impact of policy and procedural framework on
project performance within the building Industry in Abuja, Nigeria. International Journal of Engineering
Research & Technology, 3(5), 2086-2091.
[11]. Tiongson, E. R. (2005), Education Policy Reforms. In Paternostro, S., & Coudouel, A., (Eds.). Analyzing
the distributional impact of reforms (pp.261-294). Washington DC: World Bank.
[12]. Torres, M. S., Zellner, L., & Erlandson, D. (2008), Administrator perceptions of school improvement
policies in a high-impact policy setting. International Journal of Education Policy and Leadership,3(7), 1-
15.
[13]. Serem, D., & Ronoh, D. K. (2012), Challenges faced in implementing free primary education for
pastoralists in Kenya. Problems of Education in the 21st century, 41, 100-111.
Appendix
Data Collected from the Field
This section presents the data that was collected from the field
1. Performance of Construction Projects
The following indicators were used to measure performance of construction projects: realization of set standards,
realization of planned deliverables, completed projects’ variance from the initial plans, functionality of
completed projects, end-user satisfaction and, construction team satisfaction with the completed projects.
Quantitative data on the variable was collected by questionnaires administered on head teachers. To collect
quantitative data, the questionnaire used 10, 5-point Likert type items to measure performance of construction
projects at an interval scale with Strongly Agree (SA)=5, Agree (A)=4, Not sure (NS)=3, Disagree (D)=2 and
Strongly Disagree (SD)=1. Quantitative data was analyzed into frequency distributions. The mean, the standard
deviation, and the composite mean were computed. An open-ended question was also used. The data is presented
in Table 1.
9. Performance of Construction Projects: Examining the role of School Infrastructure Policy ..
DOI: 10.9790/0837-2406024151 www.iosrjournals.org 49 |Page
Table 1.Performance of Construction Projects
Statements SA A NS D SD MEAN STDV
1 All of the school construction
projects completed in my school
have realized their planned
standards (+)
78 105 41 4 19 3.89 1.110
(31.6%) (42.5%) (16.6%) (1.6%) (7.7%)
2 The school construction projects
completed in my school have
realized their planned
deliverables (+)
56 57 57 47 30 3.25 1.326
(22.7%) (23.1%) (23.1%) (19.0%) (12.1%)
3 Most of the construction projects
in the school are completed with
minimal variance from the initial
plan (+)
2 42 12 134 57 2.18 1.002
(0.8%) (17.0%) (4.9%) (54.2%) (23.1%)
4 All completed infrastructural
projects have attained the
intended functionality (+)
30 97 57 3 60 3.14 1.360
(12.1%) (39.3%) (23.1%) (1.2%) (24.3%)
5 In some cases, teachers were not
satisfied with the projects’
outcome (-)
4 45 33 105 60 3.70 1.079
(1.6%) (18.2%) (13.4%) (42.5%) (24.3%)
6 School management has
expressed satisfaction with the
project outcome of construction
projects in the school (+)
30 151 44 19 3 3.75 0.811
(12.1%) (61.2%) (17.8%) (7.7%) (1.2%)
7 There have been some cases
where the project design team
has expressed dissatisfaction
with the project outcome of
some school construction
projects (-)
75 153 1 18 0 1.85 0.760
(30.4%) (61.9%) (0.4%) (7.3%) (0%)
8 There have been some cases
where contractors have
expressed dissatisfaction with
the project outcome of the
school construction projects they
were implementing (-)
76 153 0 16 2 1.85 0.786
(30.8%) (61.9%) (0%) (6.5%) (0.8%)
9 Some school construction
projects undertaken by the
school have received negative
MoEHS inspection reports (-)
77 151 1 16 2 1.85 0.792
(31.2%) (61.1%) (0.4%) (6.5%) (0.8%)
10 We have not had cases where
projects being implemented
were discontinued for failure to
comply with standards (+)
81 143 7 13 3 4.16 0.809
(32.8%) (57.9%) (2.8%) (5.3%) (1.2%)
Composite mean and standard
deviation
2.96 0.983
Notes:n =247. Negative items are reverse scored.
2. Policy Governance
In this study policy governance was measured using the following indicators: policy administration
structure, school infrastructure inspections practices, policy, effectiveness, policy predictability and level of
regulator independence. Data on the variable were collected through 10 Likert type questionnaire items
administered on head teachers using the scale: Strongly Agree (SA)=5, Agree (A)=4, Not sure (NS)=3, Disagree
(D)=2 and Strongly Disagree (SD)=1; and semi-structured interviews with DEOs. One open-ended question was
also used. The data is presented in Table 2.
10. Performance of Construction Projects: Examining the role of School Infrastructure Policy ..
DOI: 10.9790/0837-2406024151 www.iosrjournals.org 50 |Page
Table 2. Policy Governance
Statements SA A NS D SD MEAN STDV
1 The MoEHS policy
administration structure is
ineffective. (-)
15 99 125 4 4 2.53 0.709
(6.1%) (40.1%) (50.6%) (1.6%) (1.6%)
2 MoEHS periodically inspects
schools’ infrastructure facilities
in my school (+)
36 46 55 56 54 2.81 1.358
(14.5%) (18.6%) (22.3%) (22.7%) (21.9%)
3 MoEHS inspects newly
completed school construction
projects before they are
commissioned for use. (+)
7 163 60 6 11 3.60 0.784
(2.8%) (66.0%) (24.3%) (2.4%) (4.5%)
4 MoEHS does not have to
approve school construction
projects before their
commencement (-)
5 5 6 71 160 4.52 0.816
(2.0%) (2.0%) (2.4%) (28.8%) (64.8%)
5 MoEHS implementation of the
school infrastructure policy is
ineffective. (-)
50 58 57 46 36 2.84 1.340
(20.2%) (23.5%) (23.1%) (18.6%) (14.6%)
6 The school infrastructure policy
is stable and does not change
often. (+)
85 134 20 0 8 4.17 0.832
(34.4%) (54.3%) (8.1%) (0%) (3.2%)
7 MoEHS is accountable to GoS
with regard to how they
implement policies (+)
35 47 55 66 44 2.85 1.312
(14.2%) (19.0%) (22.3%) (26.7%) (17.8%)
8 Infrastructure facilities
inspectors from MoEHS are
usually independent of undue
influence. (+)
36 46 55 56 54 2.81 1.358
(14.6%) (18.5%) (22.3%) (22.7%) (21.9%)
9 Infrastructure project inspectors
are usually biased. (-)
24 99 23 52 49 3.01 1.342
(9.7%) (40.1%) (9.3%) (21.1%) (19.8%)
10 It is unclear to me what the
MoEHS inspectors look for
when inspecting school
construction projects. (-)
32 51 50 48 66 3.26 1.388
(13.0%) (20.7%) (20.2%) (19.4%) (26.7%)
Composite mean and
standard deviation
3.24 1.124
Notes:n =247. Negative items are reverse scored.
3. Project Management Practices
Project management practices were indicated by stakeholder involvement in project identification,
stakeholder participation in design and planning, project financing sources and, close-out practices after
completion. It was measured using 10 Likert-type items on the following scale: Strongly Agree (SA)=5, Agree
(A)=4, Not sure (NS)=3, Disagree (D)=2 and Strongly Disagree (SD)=1. Data was collected from head teachers
and DEOs in the sampled districts. Responses for the individual items were analyzed into a frequency
distribution and the mean, standard deviation, and composite mean calculated. The results are shown in Table 3.
Table 3. Project Management Practices
Statements SA A NS D SD MEAN STDV
1 Most of the projects we
undertake are identified by
our stakeholders (+)
0 0 2 119 126 1.50 0.517
(0%) (0%) (0.8%) (48.2%) (51.0%)
2 We do not consult with
stakeholders when selecting
projects (-)
7 161 0 78 1 2.62 0.976
(2.8%) (65.2%) (0%) (31.6%) (0.4%)
3 We do not engage experts to
design the projects (-)
7 169 0 70 1 2.55 0.948
(2.8%) (68.5%) (0%) (28.3%) (0.4%)
11. Performance of Construction Projects: Examining the role of School Infrastructure Policy ..
DOI: 10.9790/0837-2406024151 www.iosrjournals.org 51 |Page
Statements SA A NS D SD MEAN STDV
4 We always involve our
stakeholders in project
planning (+)
57 123 13 9 45 3.56 1.372
(23.1%) (49.8%) (5.3%) (3.6%) (18.2%)
5 We engage the community to
finance school construction
projects (+)
75 115 37 20 0 3.99 0.883
(30.3%) (46.6%) (15.0%) (8.1%) (0%)
6 MoEHS has financed most of
the school construction
projects in my school in the
last five years. (+)
0 0 7 119 121 1.54 0.554
(0%) (0%) (2.8%) (48.2%) (49.0%)
7 As the Head Teacher, I
oversee all project
implementation activities for
school construction projects
in the school (+)
75 135 37 0 0 4.15 0.657
(30.3%) (54.7%) (15.0%) (0%) (0%)
8 We do not engage external
parties to implement school
construction projects in the
school (-)
6 4 50 73 114 4.15 0.963
(2.4%) (1.6%) (20.2%) (29.6%) (46.2%)
9 As the Head Teacher, I ensure
that the work site has been
fully cleaned up before
accepting the project as
completed (+)
102 115 28 2 0 4.28 0.693
(41.3%) (46.6%) (11.3%) (0.8%) (0%)
10 School construction projects
completed are not inspected
against the school
infrastructure policy
requirements for compliance
before being accepted (-)
10 166 0 70 1 2.54 0.961
(4.1%) (67.2%) (0%) (28.3%) (0.4%)
Composite mean and
standard deviation
3.09 0.852
Notes:n =247. Negative items are reverse scored.
Stephen J. Kamau." Performance of Construction Projects: Examining the role of School
Infrastructure Policy Governance and Project Management Practices. ” IOSR Journal of
Humanities and Social Science (IOSR-JHSS). vol. 24 no. 06, 2019, pp. 41-51.