TOSSA COLLEGE OF ECONOMIC DEVELOPMENT

DEPARTMENT OF BUSINESS ADMINISTRATION

MASTERS OF BUSINESS ADMINISTRATION (MBA)

ASSESSMENT ON PROJECT IMPLEMENTATION CHALLENGES FOR Comment [WU1]:

Assessment of Challenges associated
SECURING RETENTION AND SMOOTH TRANSITION OF GIRLS EDUCATION: with Project Implementation of non-
government organization: A Case Study
on child Development and
A CASE STUDY ON CHILD DEVELOPMENT AND TRANSFORMATION Transformation of non-government
organization, South Wollo Zone
ORGANIZATION, SOUTH WOLLO ZONE

A RESEARCH PROPOSAL SUBMITTED TO TOSSA COLLEGE OF ECONOMIC

DEVELOPMENT IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
THE DEGREE OF MASTERS OF BUSINESS ADMINISTRATION (MBA).

BY:

Awetash Habtu
ID. No.TCED /009/13

ADVISOR
BIZUAYEHU AMBAYE (PhD Candidate)

MARCH, 2022
DESSIE, ETHIOPIA
 LIST OF ACRONYMS AND ABBRVIATIONS

CHADET: - Child Development and Transformation

CS: - Critical success factor
DFID: - Departments for International Development
DPSA: - Development Project Studies Authority
EMI: - Ethiopian Management Institute
FMoE: - Federal Ministry of Education
ESDP: - Education Sector Development Program
GEC-T: - Girls Education Challenges and Transition.
GDP: - Gross National Product
DFID: - Departments for International Development.
KII: - Key Informant Interview
MoE: - Ministry of Education
NGO: - Non-Government Organization
PMBO: - Project Management Body of Knowledge
SPSS: - Statistical Package for Social Science
UNESCO: - United Nation Education, Science and Culture Organization.
USAID: - United States Agency for International Development.

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 TABLE OF CONTENTS

LIST OF ACRONYMS AND ABBRVIATIONS ................................................................... i

LIST OF TABLES .................................................................................................................. iv

LIST OF FIGURES ................................................................................................................ iv

CHAPTER ONE: INTRODUCTION .................................................................................... 2

1.0 Introduction ...................................................................................................................... 2

1.1 Background of the Study .................................................................................................. 2

1.2 Background of Organization for CHADET ..................................................................... 3

1.3 Statement of the Problem ................................................................................................. 5

1.4 Research Questions .......................................................................................................... 7

1.5 Objective of the study ...................................................................................................... 8

1.5.1 General objective ....................................................................................................... 8

1.5.2 Specific Objectives .................................................................................................... 8

1.6 Significance of the Study ................................................................................................. 8

1.7 Scope and Delimitation of the Study................................................................................ 9

1.8 Definition of Key Term .................................................................................................... 9

1.9 Organization of the Study ................................................................................................ 9

CHAPTER TWO : REVIEW OF RELATED LITERATURE ....................................... 10

2.0- Introduction ................................................................................................................... 10

2.1- Theoretical Frameworks ............................................................................................... 10

2.1.1- The Origin, Meaning and Significances of Educational Project ............................ 10

2.1.2 Concept of Project Implementation and Control ..................................................... 12

2.1.3 Educational Project Implementation ....................................................................... 14

2.1.4 Challenges associated with Project Implementation and Control Processes ........... 17

2.1.5 Stakeholder‟s Participation ...................................................................................... 19

2.1.6 Project Team ............................................................................................................ 21

2.1.7 Project Communication planning knowledge areas ................................................ 23

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 2.1.8 Project Monitoring ................................................................................................... 23

2.1.9 Project Evaluation.................................................................................................... 24

2.2 Empirical Litrature ......................................................................................................... 25

2.3- Conceptual Framework ................................................................................................. 27

CHAPTER THREE: RESEARCH METHODOLOGY .................................................... 29

3.0 Introduction .................................................................................................................... 29

3.1 Research Design ............................................................................................................. 29

3.2 Research Approach. ....................................................................................................... 29

3.3 Source of Data ................................................................................................................ 30

3.4 Target Population, Sampling Technique and Sample Size .......................................... 30

3.4.1 Target population ..................................................................................................... 30

3.4.2 Sampling Technique .............................................................................................. 31

3.4.3 Sampling size ........................................................................................................... 32

3.5 Data Gathering Instrument and Pilot Test ...................................................................... 33

3.5.1 Data gathering instruments ...................................................................................... 33

3.5.2 Pilot Test .................................................................................................................. 34

3.6 Methods of Data Analysis .............................................................................................. 35

3.7 Definitions and measurement of variables ..................................................................... 37

3.8 Reliability of the Instruments ......................................................................................... 39

3.9 Validity of Instruments .................................................................................................. 39

3.10- Ethical Consideration .................................................................................................. 40

WORK PLAN......................................................................................................................... 41

BUDGET ................................................................................................................................. 41

REFFERANCE ...................................................................................................................... 42

APPENDEXES ....................................................................................................................... 46

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 LIST OF TABLES
Table 3-1: Total population of the study................................................................................. 31
Table 3-2:- Sample size of the study........................................................................................ 32
Table 3-3:- Key informant interviewed ................................................................................... 33
Table 3-5: Description of variables and Its Measurement ....................................................... 38

LIST OF FIGURES
Figure 2-1: Conceptual Framework for the study .................................................................... 28

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 CHAPTER ONE: INTRODUCTION

1.0 Introduction
This chapter discusses and presents an introduction to the study which includes background of
the study, statement of the problem, the basic research questions and intended objectives,
significance of the study, scope of the study, delimitations of the study, operational definition of
terms and organization of the study.

1.1 Background of the Study

Implemented project is a sign to one country development; which influence social, economic,
political figure of a country. Different literature explains about types of projects that
implemented to enhance a country development for example: construction projects contribute
10% of Gross National Product (GDP) in industrialized countries Navon, (2005). Agriculture
projects in developing countries improve productivity and income by addressing the demand
of population; increase exporting agricultural product by introducing innovative techniques
Julie Flament & Alice Tempel Costa, (2012). Infrastructure projects provide opportunity to
improve market, jobs and income of community, industry and many more Antonio Estache &
Grégoire Garsous, (2012).Similarly Non- Governmental organization (NGOs) engage on
social work projects which include children development, health improvement, women
empowerment etc. to improve and sustain community condition from social deprivation
Charity and Societies Association, (2013).

Ethiopia has long history about NGOs involvement in different community development
project. Around 1960‟s Ethiopia national and international NGOs appear to different social
work projects to support country by developing the objective of eradicate poverty, controlling
famine crisis and political instability in the different regimes of the country Jeffrey Clark,
(2000). NGOs mostly have project driven nature and the success or failure of particular
project influences the organizational stability and also it affect country picture in big scale
Eric D. Werker, Faisal Z. Ahmed, (2007).

Organization for Child Development and Transformation (CHADET) also non-governmental

local organization, which has been implementing a project entitled “Securing retention and
smooth transition in the different cycles of education and adulthood for girls (GEC-T)” to
seeing each girl (targets girls of the previous GEC project) acquire strong self-belief to
become an agent for their own success. It strives to enable these girls complete full cycle

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of education and improve their life chances by supporting them successfully transition
between the different education cycles and in to adulthood. In Ethiopian girls education is
one of a cross-cutting issue. Thus, government invites for NGO‟s to have implementing girls
education project FMoE, (2015:25).

Nevertheless, CHADET were conduct problems on GEC-T project implementation within

the organization and partner due to implementation gap. So, the purpose of this study is to
identify on implementation challenges of GEC-T project implementation. It will also set
conceivable means of resolution for challenges on project implementation of the organization
for child Development Transformation (CHADET) in South Wollo Zone project office.

1.2 Background of Organization for CHADET

Organization for Child Development and Transformation (CHADET) is a nongovernmental
organization which was established in 1995. CHADET has been implementing a project
entitled “Securing Access and Retention in to Good Quality and Transformative
Education (GEC)” for the past four years (April 2013-March 2017) in 7 Woredas of
South Gondar and South Wollo Administrative Zones of Amhara National Regional State
and in 3 Woredas of Arsi Zones of Oromiya National Regional State . This project
supported 21,1133 girls aged 6-19, who were at risk of early marriage, domestic labor,
risky migration & street involvement, to enroll and remain in school, and learn.

Child Hope which is a partner of CHADET has received a new grant for the
implementation of a project. Which we will refer as GEC-T throughout the document as a
shorter name for the project title. This project is a four years project funded by the British
Government through its Departments for International Development (DFID). While Child
Hope is the lead recipient of this grant and CHADET is the implementer of the project.

This project envisions seeing each girl (targets girls of the previous GEC project) acquire
strong self-belief to become an agent for their own success. It strives to enable these girls
complete full cycle of education and improve their life chances by supporting them
successfully transition between the different education cycles and in to adulthood.

CHADET has been implemented GEC-T project in Amhara and Oromiya region different
areas of the country from July 2017- March 2021.The girls targeted by the new GEC-T
project and the operational areas are the same as that of the previous (GEC) project. Which is
called “Securing retention and smooth transition in the different cycles of education and

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adulthood for girls (GEC-T)”.This is mainly due to the donor interest to help those girls
transition successfully. Hence, a total of 16481 girls will be targeted. I.e12,621 girls will be
targeted in 24 rural kebeles (Schools) located in 7 woredas (districts) of Farta, Fogera, Libo
Kemkem, Kalu, Dessie Zuria and Tehulederie of Amhara region and 3860 girls targeted in 6
rural kebeles, located in 3 woredas of Sire, Hitosa and Dodota of Oromia region.

The project has been implementing in remote areas of Ethiopia i.e Amhara and Oromia
regional state, girls face considerable barriers to achieving their life goals and potential
arising from vulnerable economic situation, low social status, poor teaching and
education infrastructures.

Poor acquisition of basic skills in the early grades affects all subsequent levels of
education and skills acquisition in other subjects. Girls are disadvantaged by the sudden
change of language of instruction from Amharic to English at secondary by teachers
whose own English is weak. Often teachers in these schools lack adequate practical
experience and grounding in subject knowledge and their pedagogical skills are below the
level needed to apply the active teaching and learner-centered methods required by
Ethiopia‟s new curriculum. There is a shortage of quality educational materials well-
adapted for learners. There is uneven access to secondary schools. Parents worry about
the safety of their daughter when travelling to far schools or when living away to attend
secondary schools and higher education. Their economic situation means sometimes they
need girls to work to support family livelihoods.

There continues to be a misconception among some that further education will reduce the
opportunity for their daughters to get married. Generally, many students join higher
education institutions with results below the average threshold in the higher education
entrance examinations. While existing vocational institutions offer courses that re-enforce
gender discrimination. Vocational schools linkages to the vibrant private sector are not
strong. Throughout their education journey, girls with disability face a stigma and
discrimination that negatively affects her ability to continue education. Teachers lack
awareness of models and resources to support learners with disability. Generally, girls are
faced with over-age due to repeating classes.
GEC-T will create stimulating and appropriate learning environments so that girls have
positive learning experiences: providing teachers with training and mentoring to develop
more effective literacy and numeracy pedagogies tailored to needs of girls at different

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cycles of education. Teachers will also be supported to improve English language skills,
an area identified as a weakness during the previous GEC project. It will support the
development of high quality teaching through creating resource centers for teachers to
improve the quality of teaching.
It will support girls to successfully transition in the different cycles of education so they
stay in education and achieve their educational potential: offering guidance to address any
worries, meeting reasonable additional costs e.g. accommodation or fees, and giving SRH
information and services to prevent STIs and unwanted pregnancy. It will support girls in
applying their literacy and numeracy skills to other subjects making learning more
meaningful in their lives.

It will support girls to develop self-confidence, employability and independent adulthood

skills such as creativity, critical thinking and collaboration: through their participation in
a school-based club activities which will challenge inequitable gender behaviors and
explore issues of disability. Disability is one of the cross-cutting issues that will be
addressed by this project and targeted girls with disability will be supported.

The project will ensure greater engagement of education bureaus: creating stronger links
at Region, Zone and Woreda levels to transfer program ownership, jointly improve
teaching quality, and take up project innovations e.g. assessment, tracking attendance and
safeguarding girls.

1.3 Statement of the Problem

The implantation of highly affected by internal and external factors that can be seen as a
challenge that affect the success of the project directly or indirectly and this influence the
level of impact that the project brings to the community Henrique Castro & Marly Monteiro
de Carvalho, (2007). Comment [WU2]: Don’t use old
references or citation

In the case of organization for CHADET has been facing numerous challenges in internal
and external factors its attempt to accomplish project implementation. As per the informal
information gathered from employee and the researcher observed hinders on GEC-T project
implementation like stakeholder participation, competency of project team, communication
channel, monitoring and feedback practices are the challenges to implement GEC-T project
implementation.

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As USAID, (2002: 12), reported that numerous strategies have been suggested for education
improvement. The cooperation of parents, private organizations, NGOs, individuals, and
other stakeholders in the community is required to overcome existing problems. The
Ethiopian government has begun focusing on issues of quality, access, and equity in relation
to education throughout the country. In most educational projects, deviations may result due
to constraints in project inputs, unclear or absent work procedures, socio-cultural and political
factors, assumptions not considered or anticipated during design, as well as many other
technical reasons USAID, (1997:27). Similarly, Alemayehu, (2000:86), has reported that
“community participation in the affairs of project was limited only to labor and material
support‟‟ It shows that community was not actively participating in the project works and
their participation only at material and labor. This statement has also been strengthened by
Birhanu sintayehu, (2016), the study on implementation of non-government organization
assisted educational projects finding show that there was gap on stakeholders' participation
on the projects and degrees of their participation were less. Even stakeholders‟ involvement
in plan and design were not satisfactory, no precondition readiness, & project managers were
averagely capable to manage overall projects. According to Mekedes, (2017), case study was
assessing on project implementation result magnify the role of stakeholder and community
involvement give high emphasis because their influence will have impact on project
parameters of time, cost and quality of design. The study will not see challenges of
stakeholder participation on project implementation Alemayhu (2000), Birhanu(2016),
Mekedes,(2017). So this study is to see implementation challenges of stakeholder
participation and fill the gap.

Regarding project team competency as Rahel, (2015), a case study under social work project
stated that, project team competency can increase project quality implementation.
Improvements on training employee with the organization increase the impact of project
implementation. The statement strengthened by Hezkias, (2007:61) state that skilled man
power or invest more on its program staff capacity building in order to increase their capacity
to manage projects in a standardized way. They may need to negotiate with others who are in
a position to provide the right number of individuals with appropriate level of knowledge,
skills and experience. The studies under Rahel, (2015) and Hezkias, (2007), were not seen
challenges of competence project team. Then, this study was seen challenges of project team
competence in CHADET.

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The most research views, communication was a back bone of an organization. A study on
success factors on project implementation were indicate that good communication had
priorities on success Selam, (2007), Kahssay,(2018), Elias,(2019) & Daniel,(2018). But the
studies were not describes communication challenges and good practices in detail manner.

Most NGOs do not have skilled M&E professionals who understand M&E systems and are
able to develop appropriate tools; hence they end up with substandard M&E systems that
don't meet donor needs Chesos, (2010). The study by Koffi-Tessio, (2002), also shows that
M&E systems are not meeting their obligatory requirements as decision making tool; instead,
their activities are viewed as controlling by a bureaucratic management style. M&E is also
viewed as a donor and not a management requirement Shapiro, (2011). Jaszczolt K.,
Potkanski T., Stanislaw A. (2010), in their recommendations emphasized that NGOs staffs
need to be educated on M&E through handbooks in order to increase quality, establishment
of a national professional association of evaluators to aid in developing technical skills
among the M&E specialists. In other viewed, studies show under success factors on project
implementation were indicate that monitoring and feedback practices had priorities on
success. Selam,(2007), & Kahssay, (2018). In the contrary monitoring and feedback had not
rank for critical success factor Elias, (2019), Daniel, (2018). This study aims to assess the
degrees of its challenge and fill the gap of the studies on monitoring and feedback practice.

The limitations of the studies couldn't show the degree of seriousness of major challenges
that hinder the implementation and they didn't see it in depth and complement. Therefore, this Comment [WU3]: Please show the
degree of seriousness of major challenges
study will try to reflect the current implementation challenges on CHADET and by filling the that hinder the project implementation via
inferential statics and regression model
gaps and forward the recommendations to address the issues thoroughly.

1.4 Research Questions

Based on the above stated problems, the researcher will be identified the following research
questions:-
What are the challenges to face stakeholder participation on GEC-T project
implementation?
What are the challenges to be competence project team in CHADET?
What are the challenges for communication management practice in CHADET?
What are the challenges of monitoring and feedback practices on GEC-T project
implementation?

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1.5 Objective of the study
1.5.1 General objective
The general objective of this study is to assess the implementation challenges on Securing
retention and smooth transition in the different cycles of education and adulthood for girls
(GEC-T) project being implemented by organization for Child Development and
Transformation (CHADET).

1.5.2 Specific Objectives

 To improve the stakeholder involvement on project implementation in organization for

CHADET.
 To see competent project teams, who can implement GEC-T project effectively.
 To improve the communication management practice in organization for CHADET.
 To see effective project monitoring and feedback practice on GEC-T project
implementation by organization for CHADET.

1.6 Significance of the Study

As research, the primary merits of the study go to organization for child development and
transformation (CHADET). The study will extensively be addressing the factors related with
GEC-T project implementation. Since the results of the study will have significance to
achieve its project goal.
Second, the study is immensely important for 12621girls benefit directly. It helps to improve
the learning outcomes of girls in literacy and numeracy and make sure that they transition
successfully in to the different cycles of education (secondary, vocational or higher
education) and employment. And also, their parents and community may benefit to use
finding of the study as a recommendation.

Third, governmental organization participating in any types of project may get important
concepts project implementation challenges and use the finding of the study as remedies if
they find out the recommendation fit their purpose. Moreover, the study will fill the gap
specified by the problem since there is a gap between the government and other stakeholders
in project working in the area.

Finally, the study also used as a stepping stone for other researchers want to conduct research
in similar or related issues and the researcher will acquire better knowledge regarding project
implementation scenarios.

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1.7 Scope and Delimitation of the Study

Every study, no matter how well it is conducted and constructed, has limitation. Limitations
may occur outside of the researcher‟s control. Due to resource constraints, the research
addresses only project partners and employees this research will not including direct
beneficiaries of girls as respondents and this study focused on the project which is found in
South Wollo, in only four town.
Comment [WU4]:
1.8 Definition of Key Term In addition to this please Put and describe
the operational definition of key terms for
your research proposal
Project is execution of work by defining beginning and end to create a unique product, service,
or result (Project Management Institute, 2013).
Project Implementation is carrying out, performing or practicing of a plan, design or method to
bring tangible or intangible outcome (business dictionary, 2017).

1.9 Organization of the Study

The study paper composed of preliminary and main body part. The preliminary part includes
coverage, declaration, dedication acknowledgment, acronyms, list of tables and figures.
The main body covers five chapters, reference and appendix. The first chapter is the
introduction part which covers background of the study, background of CHADET, statement
of problem, research questions, objective of the study, and significance of the study, scope
and limitations. The second part is review of different literature regarding project
implementation challenges; stakeholder, project team, communication practices and
monitoring and evaluation. On the third chapter methodology covered research design and
approach, source of data, techniques of data collection, research population, sample
techniques, sample size, techniques of data collection, polite test and data analysis part. In
chapter four data analysis and interpretation part the study covers basic information of the
respondent, stakeholder involvement, team participation, communication practices and
monitoring and feedback practices of GEC-T project implementation. Chapter five cover on
summary, conclusion and recommendation of the study. Reference research questions and
appendix will be listed at the end of the study.

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 CHAPTER TWO : REVIEW OF RELATED LITERATURE

2.0- Introduction

This chapter duels on the theoretical and empirical literature review of books, journals,
government publications and other dependable sources. Which have dealt with the subject of
project implementation and its challenges. The specific areas covered here are the origin,
meaning and significances of educational project, the concept of project implementation and
control, educational project implementation, challenges associated with these core and
control process, stakeholder participation, project team, effect of various staff capacity
building methods in the project, project communication knowledge area, project monitoring
project evaluation empirical framework and conceptual framework. Several Literatures refer
project implementation as project execution so for the purpose of this study in general and for
this review specifically both terms are used interchangeably.
2.1- Theoretical Frameworks
2.1.1- The Origin, Meaning and Significances of Educational Project

The notion that investment or any economic or social activities can and should be planned
and executed in the form of specific object is itself a relatively new phenomenon. Regarding
to this, the World Bank described as “though the uses of the term project in a general sense of
a plan, design or scheme for doing something can be traced back for several countries”.
World Bank claims to have played a decisive role in developing and applying the project
concept. Hence, Baum & Tolbert, (1985:6), have stated that the articles of agreement adopted
at the Bretton woods conference in 1944, on which the work of the Bank rests, stipulate that
loans made or guaranteed by the Bank shall, except in special circumstance, before the
purpose of specific projects of reconstruction or development. So, the concept was only
related with the development. But an early review by the Banks legal staff regarding to the
use of the term “Project” in various places in the articles, concluded that it was ambiguous. In
order to ensure this, the executive directors debated whether the first three loans made for
general reconstruction purposes to frame, the Netherlands and Denmark in the late 1940s
constituted specific projects or had to be justified under the term special circumstances. In the
last analysis, it was concluded the loans disbursed for the three countries mentioned above
were not for specific projects. In any cases however, the executive directors and management,
during occasional discussions of the clause on specific projects over the years have been
concerned more in identifying the conditions that would contribute special circumstance than

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with defining a specific project. This is because the exceptions in some causes received more
attention than the rule. Nevertheless, it was the intention of the Bank from the beginning to
interpret the concept of project broadly to mean the use of the scarce resources for a specific
productive purpose and still continues to be the prevailing view. According to the World
Bank, a project can be defined as “a discrete package of investment, policies and institutional
and other actions designed to achieve a specific development objectives or set of objectives
with in a designed period” Baum and Tolbert, (1985: 1465).
There are also other definitions provided by the different authorities and organizations.
According to Magnen, (1991:14), stated that a project is a set of investment and of other
planned activities, which are aimed at achieving specific objectives with in a predetermined
timeframe and budget. Hence, this definition consists of four important component
investment, planned activities, specific objectives, time frame & budget. As Carmichael,
(2004:34- 35) & Gardiner, (2005:119) has stated:
Projects can be either technical or non-technical. A technical project is associated with
an engineering endeavor, which requires mechanical skill and specialist technical
knowledge, and non- technical projects involve a group of people doing non-technical
activities such as moving to a new office, or going to shopping.
Therefore, projects are authorized for different reasons and it needs different professional and
non-professional skills. Likewise, Project Management Institutes' PMI, (2000), cited in
Gardiner (2005:9), has described that major reasons that projects are usually authorized: “A
market demand, a customer request, a crisis and a social need (for example, a
nongovernmental organizations (NGOs) in a developing country authorizes a project to
provide potable water systems, latrines and sanitation education to low income communities
suffering from high rates of cholera.” Therefore, since educational project striving to solve
social problems, it should be authorized. Projects make an essential contribution to the
development of an organization. A project should be more than just a good idea. It should
always support the strategic goals of the organization and satisfy the interests of the
community. Otherwise, it consumes resources and it fails to add value Gardiner, (2005:10).
Still, Mac Lachlan (1996:2), cited in Gardiner,(2005:1), defined a project as “A project is a
task with a beginning, middle and an end, which you as a manager need to complete.” It is
essential to have a clear picture of a project before dealing specifically with project
implantation. Different writers have explained the meaning of "project'' at different times,
besides, some projects will have maximize products and others will increase services so as
people will solve problems by designing short, middle and longer programs and projects.

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A project is designed to achieve the required results of the task and it is organized to produce
new products for the benefits of an organization. The Project Management Institute (PMI) in
Meredith & Mantel, (2000:8), has defined a project as “A temporary endeavor undertaken to
create a unique product or service.‟‟ It means that no two projects are alike; every project has
some elements that make it different. A variety of projects can be found in different
organizations. Hamilton, (1997:69), defines a project as: “Any series of activities and tasks
that together achieve pre-determined deliverables in accordance with a quality definition have
defined start and end dates, intermediate milestones, funding limit, and utilize resources such
as equipment, materials, people, etc.” As it is seen from the above definitions a project is a
complex effort to achieve a specific objective within a schedule and budget secured. It is also
unique, and is usually not repetitive in its nature and has to be finalized within a specific
period of time. Covey (1999), cited by Phillips et al. (2002:4), defines a project by saying; “a
complex series non-routine tasks directed to meet a specific goal.” This shows projects are
different from routine activities. The British Standards Institution, (BS 6079-1, 2000:2), cited
in Gardiner (2005:1), defines a project as follows: “A project is a unique set of coordinated
activities, with a definite starting and finishing point, undertaken by an individual or
organization to meet specific objectives within defined schedule, cost and performance
parameters.” Thus, the tasks of the project have to be coordinated from the beginning to the
end to get the required results and achieve goals that are specified. The achievements of goals
and objectives require a budget based on the specification of the project.
..... So from most of the definitions narrated by different authors and experts, we can
reframe the definitions are interrelated and show that projects are unique activities to be done
to achieve organizational goals and objectives. Projects are useful to achieve organizational
goals and objectives as effectively as possible within the required budget, time and
specification.

2.1.2 Concept of Project Implementation and Control

According to Westland, (2006), project implementation/execution is the longest phase of a

project within which deliverables are physically built and presented to the customer for
acceptance. The Project Management Body of Knowledge Guide PMBOK, (2000), also
supports this statement by defining it as a process group that involves coordinating people
and other resources to carry out the plan. The ITRM Guideline, (2006), also depicts Project

12
Execution and Control Phase as part of a project and product life cycle where the tasks that
build the deliverables are executed.
During the execution phase, McConnell, (2010), claims that, once a project moves into the
execution phase, the project team and the necessary resources to carry out the project should
be in place and ready to perform project activities. According to him the Project Plan should
have been completed and base lined by this time as well. The project team and specifically
the Project Manager's focus now shifts from planning the project efforts to participating in,
observing, and analyzing the work being done.
Thompson Jr. & Strickland, (20007), defined project implementation as fundamentally an
administrative activity which enlists – organizing, budgeting, motivating culture-building,
supervising and leading as activities that “make it happen” to achieve intended strategic and
financial outcomes. Project implementation varies substantially among different types and
sizes of organizations however, primarily it manages resources needed during the
implementation process; it focuses on efficiency, and is chiefly an operational process
requiring special motivation and leadership skills and co-ordination among many individuals.
David, (2005), underscores that
management issues central to implementation as establishing annual objectives, devising
policies, allocating resources, altering an existing organizational structure, restructuring
and re-engineering, revising reward and incentive plans, minimizing resistance to
change, matching managers with strategy, developing a strategy- supportive culture,
adapting production/operations processes, developing an effective human resource function
and if necessary downsizing.

Thompson Jr. et al (1992), argues that most discussions of strategic planning duel on how to
formulate strategy but pay scant attention on implementation; yet problems with failed
strategies are traceable to poor implementation. Thompson further argues that having clear
strategies is essential, having brilliant strategies is terrific, but only if those strategies are
brilliantly implemented will they lead to lasting competitive advantage. Sandelands', (1994),
contends that people underestimate the commitment, time, emotion and energy needed to
overcome inertia in their organizations to implement their strategies. "This lapse creates an
implementation gap between stated strategic goals and the realized goals which result in poor
strategy implementation hence strategy failure" Abiero, (2010). Alexander, (1991), attributes
these lapses to limited availability of conceptual models on implementation, implementers are
unsure of where the process begins, ends and what it entails. Implementation is perceived as

13
less glamorous than strategy formulation and implementation is commonly overlooked under
the appearance that anyone can do it.

Richman, (2002), argues Execution consist the processes used to complete the work defined
in the project plan to accomplish the project's requirements. Execution process involves
coordinating people and resources, as well as integrating and performing the activities of the
project in accordance with the project plan. The main output of project execution is the
project deliverables and producing these will be the responsibility of the project team who
will be working to the project plan. Richman claims this phase of the project as consisting of
two processes: the 'doing' or executing, and the monitoring and controlling since the
execution process involves more than simply the production of project deliverables. It is
intimately entwined with the monitoring and controlling process.

The PMBOK guide, (2000), defines the control process group as a group that ensures project
objectives are met by monitoring and measuring the progress regularly to identify variances
from plan so that corrective actions can be taken when necessary. The New York State (NYS)
Project Management Guidebook, (2003), adds up to this concept by linking execution and
control as process groups that utilizes all the plans, schedules, procedures and templates that
were prepared and anticipated during prior phases. Unanticipated events and situations will
inevitably be encountered, and the Project Manager and Project Team will be taxed to
capacity to deal with them while minimizing impact on the project's Cost Scope, Schedule
and Quality.

The ITRM Guideline, (2006), describe that project execution and control consist of task
execution, measuring project progress, reporting project status, and exercising management
controls. The project team executes the tasks as mapped out in the project plan. According to
the guideline controlling project execution requires the measurement of project performance,
monitoring project risk, and controlling change to the project baseline. It keeps the project on
schedule, in scope, and within budget

2.1.3 Educational Project Implementation

Project implementation involves realizing the planned activities into operational activities.
Hamilton, (1997:80), has explained project implementation “Executing refers to the
coordination of resources to achieve the “requirement.”” Project implementation depends on

14
the plan which lists the different requirements for the project. This phase is the practical
phase of the project.

According to Gardiner, (2005:29), “this is the phase in a project where the expenditure is at
its greatest and the sponsor expects to see project outcomes arriving on time and meet or
exceed expectations.” The implementation stage is the execution of the project plan
accordingly.

The implementation of the project has to be monitored by collecting sufficient data to make
sure that the project team implements the plan correctly. The implementation of the project is
based on the plan and the design of the project. Turner, (1999:294), has described the
implementation stage of project management as follows:
During this stage, most of the work to deliver the objectives (build the facility) is undertaken,
and thus most of the expenditure made. The stage is started by completion of detailed
design…. Work is authorized by the project manager, and allocated to teams or the
individuals. As work is done, progress measured to ensure the desired results are achieved;
that is the required facility is delivered within the constraints of quality, cost and time,
and that this will achieve the required benefits.
The implementation stage of project is doing the work and coordinating of the resources to be
used for the achievement of the project objectives. The success in managing the
implementation of the project depends on efficient use of resources.
According to Baum & Tolbert (1985: 582), states “implementation is the process of putting
what has been planned into action.” At the same time, project should be designed with a view
to how they will be implemented. In view of this, “educational project implementation or
management includes the implementation of all investments and other actions provided for by
the project curriculum developed, construction of the buildings, introduction of different
services and innovations, expanding and renovating existing facilities, purchase of
equipment, training of staff, technical assistance, research or reform of the administration
institutions, and other miscellaneous services” Magnen, (1991:30).

Hence, there must be a close match between a project objectives and the capacity of local
institution to implement, operate, and maintain it. To accomplish the task, it is the almost
requirement that good project performance is usually visible. The influence of the quality of
implement on project performance is usually visible.

15
Baum & Tolbert, (1985: 369), have stated that “many projects in serious difficulties during
implementation have been turned around by the appointment of a competent manager.” If this
is done, care should be taken that it does not delay the development of local managerial
capacity but rather factors it through counterpart on the job training arrangements. “The best
long term solution however, lies in the education and training of more managers” (Solomon,
2004:51). On the other hand, the technical design of a project has implications for how the
project is implemented. The approach of implementing and educational project differs with
technology it uses. For instance, Baum & Tolbert (1985:359), have stated that “the
implementation of a project that uses an advanced and capital intensive technology may be
relatively simple to organize since it requires a small number of highly skilled staff and can
be structured a long a well-established pattern applicable in many countries.” On the other
hand, project using intermediate or labor- intensive technologies may require a more
elaborate organization and management since them usually different tasks over a wide
geographical area.

Another way of looking at how a project design influences the way it is implemented should
be managed is to distinguish between project that can be and cannot be “blue-printed”.
However, Baum & Tolbert, (1985), further argued, the project for which is most difficult to
have blue print are these that are people oriented and require a large number of participants to
change their behavior. For this, the state of the art and the knowledge generally available
during preparation and appraisal don not allow a precise definition of the tasks required
implementation and their sequences such projects include provision of primary or non-formal
education projects in urban areas.

Project implementation is one among the identified stages of project cycle. A project must be
implemented as it is planned. Awelu, (2007), has make clear “planning is a means to an end
and implementation is a way how well the purpose of the plan is being achieved.” On the
other hand, Keeling, (2000), has expressed “project implementation as an execution and a
period of concentrate activities where plans put in to actions in which each activity is
monitored and controlled and coordinated to achieve project objective so that work efficiency
will be directly related to the quality plans.” Having similar ideas, Buam & Tolbert, (1985),
have believed that “implementation of a project is said to be gain when resources are
committed.” At the implementation stage of a project, among the necessary conditions
required for success is that availability of the necessary resources needed to transform the

16
plan in to action. In addition, according to Shifaraw, (2003), states administration process in
the implementation is a cumbersome task that will affect the implementation. Therefore,
administration should necessarily maintain constant check to ensure the proceeding plan in
the right of truck.

2.1.4 Challenges associated with Project Implementation and Control Processes

Hussey, (1998), asserts that Culture is the powerful and complex set of values, traditions,
behavioral patterns that bond people in an organization. Culture of an organization can
profoundly facilitate or impede implementation. Successful implementation and control of
projects requires the right culture according to him. Implementers should strive to preserve,
emphasize, and build aspects of an existing culture that supports proposed new strategy.

According to David, (2005), nothing could be more detrimental to project implementation

than for resources to be allocated in ways not consistent with priorities indicated by approved
objectives. However, Ligus, (2004), points resources as the third greatest factor for
implementation failure. Many companies attempt to “save the dollar” by doing everything on
overtime basis, in the end people reach burn out after putting in extensive hours over a long
time. Resources include human resources, financial resources, physical resources and
technological resources. Effective resource allocation is inhibited by the following
challenges: overprotection of resources, lack of sufficient knowledge, vague strategy targets,
organizational politics, and a reluctance to take risks, too great emphasis on short-run
financial criteria.

Ligus, (2004), portrays communication as a key link that can make or break project
implementation. One of the causes of implementation failure is poor project communications,
beginning with a failure to alert stakeholders the reasons for up-coming project and
continuing to update the organization of the progress and importance of the project
implementation. Olsen (2005), also supports this idea by explaining how poor
communications prevent different parts of the organization from assessing how they will be
impacted by changes in processes, policies, and procedures.
The most challenging issue in project implementation and control according to Muraguri,
(2010), is lack of commitment and focus from the top management to give their energy and
express loyalty to the implementation process. Chapman, (2004), singles out the need for
efficient and effective leaders in Project implementation and control to guide the rest of the

17
employees through the strategy plan with ease while providing solutions and explanations to
unclear issues. Involvement of middle and lower management in the implementation process
helps ensure employee buy-in and own-up of the process.

Pearson & Robinson, (1997), emphasizes the importance of motivating and rewarding
individual or organizational good performances a key ingredient in efficient project
implementation and control. However, if this need is loosely viewed, it leads to a formidable
challenge, kills morale among staff, breeds resistance, and drags the whole implementation
process to cost overruns or failure.
For Henry (2014), implementation and control challenges are related with misalignment
between projects and their business objectives, late or delayed projects, dependency conflicts,
overlapping and redundant projects, resource conflicts, unrealized business value, diffused
decision making, no accountability and fragmentation. Jason, (2006), identified lack of good
data on activity progress, inadequate definition of requirements, frequent and uncontrolled
changes to the baseline requirement, poor time and cost estimates, lack of completion criteria,
frequent replacement of developmental personnel, inadequate tracking and directing of
project activities were also identified as key challenges when it comes to in project
implementation and control.

According to Jaakko et al (2014), the most important challenges associated with cost
management are; uniqueness of projects, varying price of resources, integration engineering
costs that are difficult to calculate, and high uncertainty that leads to large contingencies.
However, for Joseph et al, (2007), from the point of view of the owners of a project, quality
can also be a challenge. The owner representatives (sometimes also referred to as the client)
tend to spend the bulk of their time on stewarding to the managers. This means that the
representatives may not be focusing on quality nearly as much as they should be. Schedule
pressure is also another challenge when it comes to managing schedules. For Joseph et al
(2007), these pressures come from all avenues of a project, including the shareholders of the
company involved, the company owners, the project management team and the government.
Stretch targets can be a major contributor to project delays. Stretch targets are essentially
over-ambitious goals that require breakthroughs to be achieved.
Gary, (2014), depicts lack of risk decision making structure and lack of accountability for risk
decisions in an organization are the most common challenges when it comes to managing
risks. He further added almost every business executive is comfortable with risk decision

18
making, however, in many cases the right people aren't making those decisions. In many
cases, big risk decisions are being made too low in organizations, with people who aren't
incentivized to make the right decisions for the organization.
Gaining project acceptance is related with having a clearly defined set of acceptance criteria
according to Sabyasachi, (2013). According to him failure in such aspect will lead to
challenges related with impossible deadlines, resource deprivation lack of stakeholder
engagement, undefined goals, scope changes, inadequate skills for the project, lack of
accountability and poor communication.

According to Morris, (1986), among the process related challenges include: good project
definition and a sound business case, appropriate choice of project strategy, strong support
for the project and its manager from higher management, availability of sufficient funds and
other resources, firm control of changes to the authorized project, technical competence, a
sound quality culture throughout the organization, a suitable organization structure,
appropriate regard for the health and safety of everyone connected with the project, good
project communications, well-motivated staff, quick and fair resolution of conflict. To John
T. Yee & Seog-Chan Oh (2013), project execution problems can be classified to three types.
People related problems include inappropriate mix of skills, late involvement of resources,
team member turnover, newly joined team member, and low performer.

2.1.5 Stakeholder’s Participation

Stakeholders approach involves inclusion of the charity and society agency (ChSA), the local
authorities, the societal organizations, and most importantly the community being upgraded.
The approach holds that any program will be based on the premise that all stakeholders are
key beneficiaries and therefore the starting point of departure. The reason is that all project
activities aim at creating dialogue with the stakeholders and getting the necessary information
from them through convenient communication methods Mikkelsen, (1995).

However, Stakeholders approach has been criticized basically on disadvantages of

representation and delegation: involving people who may have limited knowledge of the
subject area, slow decision making process and resulting to compromise which do not really
represent „best fit‟ in any particular way. Acceptance in this approach also relies on trust in
those delegated. This approach needs care to ensure that all relevant issues are properly
understood. This approach should allow full range of views and work to be carried out by
those with appropriate skills and knowledge to permit project to move forward more rapidly.

19
Using the Stakeholders approach, studies done in various countries such as El Salvador,
Senegal, Zambia and Indonesia have shown remarkable departure from the World Bank‟s
initial project objective of satisfying the lowest 40th percentile Mitullah, (1985). According
to Mamunji (1982), the efforts of slum dwellers should be recognized since they have scarce
resources and “minimum standards” should be applied for them.
The notion of stakeholders was originally introduced to the mainstream general management
discussion by Freeman, (1984). Two years later, Cleland, (1986), brought stakeholder
thinking into the project management paradigm. Ever since, the role of stakeholder
management as a central project management process has strengthened, and today even the
concept of project management is defined through stakeholders as “the process of adapting
the specifications, plans, and approaches to the different concerns and expectations of the
various stakeholders” PMI, (2008). Despite the acknowledged importance of stakeholder
management, project research still lacks both theoretical knowledge and empirical evidence
of various project stakeholder related phenomena Achterkamp & Vos, (2008). Until today,
existing scarce research has primarily focused on the conceptual development of stakeholder
management tools and frameworks in order to better manage stakeholders Winch & Bonke,
(2002).

The importance of stakeholder concept is growing in management literature. Stakeholder

management is the process of managing the expectation of anyone that has an interest in a
project or was effected by its deliverables or outputs. The application of stakeholder in the
public sector seems to be in accordance with the wave new public management Osborne &
Gaebler, (1993). Clarkson, (1995) indicate that companies do explicitly manage their
relationships with different stakeholder groups. Donaldson & Preston (1995) , point out that
although this is descriptively true, companies appear to manage stakeholders for both
instrumental (i.e., performance based) reasons and, at the core, normative reasons. Building
on the work of others, Clarkson (1995) defines primary stakeholders as those “without whose
continuing participation, the corporation cannot survive as a going concern,” suggesting that
these relationships are characterized by mutual interdependence. He includes here
shareholders or owners, employees, customers, and suppliers, as well as government and
communities.

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2.1.6 Project Team
There is nothing more important to the success of a project than the people who make up the
project team. Without good people who possess the knowledge, experience, and motivation
to get the job done all of your other planning will be quickly wasted. Putting together a
project team is one of the very first steps of setting up a new project. Without the people to
compose a quality team, you won't be able to make very much progress at all in to the work
that needs to be done. Assembling a good team is important in any phase of business, but it is
especially important when managing a project to make sure that the work can get done on
time and budget. Acquiring the project team is often complicated by the fact that the project
management team will not usually have direct control over every one they would like to have
involved in the project. They may need to negotiate with others who are in a position to
provide the right number of individuals with appropriate level of knowledge, skills and
experience (www.free-management-ebook.com).
According to Krietner (2005) no matter how carefully job applicants are screened, typically a
gap remains between what the employee does know and what they should know. An
organization which desires to gain the competitive edge in its respective industry, needs
among other things, extensive and effective training of its human resources. Training is
therefore a key element for improved organizational performance; it increases the level of
individual and organizational competences. It helps to reconcile the gap between what should
happen and what is happening between desired targets or standards and actual levels of work
performance. Although many employers continue to have reservations about the cost and
extent of tangible business returns from training, the development of skills has been identified
as a key factor in sharpening competitiveness. According to Casio, (1989), the economic and
technological trends, the pace of innovation, change and development are growing faster
year-by-year and as a result, provide clear signals that training and development are so
relevant that both organizations and individual stakeholders must give a serious attention to.

2.1.6.1 Effect of Various Staff Capacity building methods in the project

The selection of method for training need to be based on identified training needs, training
objectives, an understanding on the part of the trainees, the resources available and an
awareness of learning principles. DeCauza et al., (1996), explained that the most popular
training methods used by organizations can be classified as either on-the-job or off-the-job.
On the job training is the most widely used training method, as in comparison, on-the-job
method of training is simple and less costly to operate. Observing this method critically, the

21
training places the employee in actual work situations and makes them appear to be
immediately productive. The disadvantages are that the senior worker is not usually trained in
the skills and methods of training therefore it can be a process that may be time consuming as
a new comer struggles to cope with the senior worker‟s explanations. Far more successful is
to use a senior or experienced worker who has been trained in instruction or training method
and whose teaching skills are coordinated with a developed program linked to off-the-job
courses. Here, there is a close collaboration between trainer and learner. There are three
common methods that are used in on-the-job training and these are; learning by doing,
mentoring and shadowing and job rotation.
A variety of methods could be adopted to carry out a training needs analysis. Job analysis,
interview with managers and supervisors and performance appraisal are few methods
commonly used. Despite the available variety of methods, an organization has to be cautious
when selecting training methods for its use. A careful use of training methods can be a very
cost-effective investment. Although one of the most important stages in the training process,
evaluation and monitoring is often the most neglected or least adequately carried out part.
Mentoring is another version of the system whereby a senior or experienced employee takes
charge of the training of a new employee. This suggests a much closer association than
master/apprentice and elements of a father/son relationship can exist whereby the mentor acts
as an advisor and protector to the trainee. Here, some of the methods used in the assessment
centers include business games, in-basket, simulation, problem-centered cases, and many
others, to enable the trainee learn the behaviors appropriate for the job through role-playing.
The use of behavior modeling is based on social theory, and it is in particular an effective
method for interpersonal or social skills training. This method of training incorporates the use
of videos to clearly demonstrate the way things ought to be done, what behaviors are to be
avoided. Behavior modeling is often based on the demonstration of the right and effective
way to behave and as a result, trainees are provided with facilities to practice this. Bryn,
(1990), asserts that behavior modeling is where target behaviors are selected and videos on
each of the behaviors produced, showing competent persons achieving success by following
specific guidelines. Key points are displayed on screen and are backed by trainer-led
discussions. Learning here is trainer enforced through role play.
Job rotation is another version of training that became popular in the 1970s to help relieve
boredom and thereby raise the productivity of shop floor workers. It is a management
technique used to rotate incumbents from job to job or from department to department or
from one plant to another in different geographical areas. The rotation is done on co-ordinate

22
basis with a view to exposing the executives and trainees to new challenges and problems. It
is also aimed at giving executives broad outlook and diversified skills.

2.1.7 Project Communication planning knowledge areas

Project communications management planning is the processes used to ensure that required
information is distributed to the right person at the right time. The major planning processes
in communications management are communications planning PMBOK, (2004). How
communication in a project is handled must be planned in order to perform effective work
and minimize the risks. A communication plan is necessary to ensure that both internal and
external project communication is carried out effectively. The plan should contain details
regarding what type of information that need to be distributed, who needs to receive the
information, the purpose of the information, the frequency of the distribution and the
responsible person to issue the information Ramsing, (2009). The communication plan should
also include what meetings are required within the project and a specification of participants,
purpose and frequency for each type of meeting PMBOK, (2004).
It is important that the project management performs frequently progress reports, mainly to
inform clients and other stakeholders of the status of the project but also for the management
team to keep control of all areas of the project. According to Antvik & Sjöholm, (2007),
describe that a progress report should focus on deviations from the project plan and contain
current status of the project, executed and planned actions, uncertainties and forecasts
regarding cost and time. "When deviations from the baseline are identified in the progress
report, the management team should include recommended corrective actions in order to
bring the project in line with the project plan" Ramsing, (2009).

2.1.8 Project Monitoring

Project monitoring is about collecting sufficient data to make sure that the project team
implements the plan correctly. “Project control is the process of ensuring that the project
delivers everything it is supposed to physical products and assets, quality products,
documentation and deliverables such that there is complete assurance on delivery integrity”
APM, (2000: 35; ISO 10007, 1995), Cited in Gardiner (2005:285). “Monitoring is closely
related to change management and configuration management” IPMA, (1999: 46). The
elements that make up project monitoring are focused on the: Selection of control measures,

23
observation of activities, collection of control data and comparison of control data with
planning information, such as that contained in schedule, budget and risk management plans.
Monitoring is a key in helping remedy situations before the damage becomes severe. The
project design must address the essential information needs of those who manage and
implement the project. In most cases, educational projects particularly those with innovative
or experimental features should include some procedures for ongoing monitoring or
evaluation mechanism, which otherwise the loss will be greater than the benefits to be
accrued. As defined by USAID, (2012), Monitoring is an ongoing process that indicates
whether desired results are occurring or not. It aims to measure progress toward planned
results, usually through preselected indicators. Magnen, (1991:118), defined Monitoring as a
system of continuous information for the use of a project manager. In view of monitoring,
implementation is seen as a continuous learning process where experience gathered is
analyzed and fed back into planning and updated implementation approaches.
Monitoring is not a difficult fast and it does not cost to men. Thus, the World Bank states as
“monitoring can be a relatively straight forward and inexpensive system that provides an
early warning to project management about potential or actual problem” Baum and
Tolbert,(1985:382). However, if a monitoring system can be so elaborate and time
consuming, then it can be a counterproductive. Monitoring should be based on a set of simple
indicators that can be collected & processed in time for management to necessary action. For
instance, some indicators are construction costs and enrolments on education projects.

2.1.9 Project Evaluation

Evaluation is aimed at making a judgment on the value of an output or of an activity or

project. “It simply means to assess the value of something” Feverstein, (1988:2) and
“evaluation is the determination of a thing‟s value” worthen Balaine, (1987:22). In education,
evaluation is the formal determination of the quality, effectiveness or value of a program,
product, project, process, objective or curriculum. If we assume that decisions have always
been a part of education, it can be said that evaluation has always had a role to play in the
system. Evaluation can be seen informal or formal. According to worthen Blaine, (1987:12),
“informal evaluation or the way in which people form impressions or perceptions about
which educational alternatives are best, is as much a part of education as teaching itself.” On
the other hand, formal evaluation or the use of accurate information and criteria to assign
values and justify value judgments has a much longer and more distinguished history them is

24
generally recognized. There are two basic distinctions in educational evaluation studies
formative & summative. worthen Blaine (1987:34) has stated that:
Formative evaluation is conducted during the operation of the program to provide
program directors evaluative information useful in improving the program. On the other
hand, summative evaluation is conducted at the end of the a program to provide potential
consumers, with judgments about that program’s worth or men it for instance, after the
curriculum packages completely developed, a summative evaluation might be conducted to
determine how effective the package is with a national sample of typical schools, teachers
and students at the level at which it was developed.
Besides, evaluation has to be planned to get the required result of the evaluation process. We
will describe evaluation as the processes of negotiating an evaluation plan; collecting and
analyzing evidence to produce findings; and disseminating the findings to identified
audiences for use in describing or understanding an evaluated; or making judgment and/or
decisions related to that evaluated /the object of an evaluation. So, evaluation has to be
planned before collecting data and producing findings about the object to be evaluated. Based
on the evaluation results corrective action should be taken for better achievement of project
objectives.

2.2 Empirical Literature

This part of literature review will discuss related articles and journals to the topic under
study.
As Birhanu Sintatayhu, (2016), the implementation of non-government organization assisted
education project in Addis Abeba. The researcher was used descriptive survey method and a
mixed research design. Extensive data was collected and used to confirm findings from
different data sources through triangulated data sets. So the result from the study indicated
that monitoring and evaluation to rectify the problems of the implementation educational
projects, team management were not fully existed, stakeholders involvement of the plan and
design were not satisfactory, there is no strong management manpower for project
implementation. There was gap on stakeholders' participation on the projects and degrees of
their participation were less. Therefore, it is possible to conclude that project implementation
processes are not on right track to some extent.

According to, Mulualem Bazezew, (2012), the project implementation practices and
challenges of organization for child development and transformation (CHADET) in Addis
Abeba. The study findings show that, there is no participation of the beneficiaries. due to the
25
organizations can not satisfy its stakeholder, lack of project expertise and not clear and
consistent guide line of project monitoring and evaluation, lucks consistency controlling,
willing less to take corrective action after gathering comments from the beneficiaries,
insufficient and lack of resource are challenges for the organization to implementing project
activities as plan.

The other one is Kate Davis, (2013), provides background to the development of project
success since the 1970s. Then, an inductive thematic analysis investigates which factors
stakeholders, involved in projects, perceived as key to project success. It provides a better
understanding of project success and identifies perceptions by senior management, project
core team and project recipient stakeholder groups. The main issue highlighted by the
research was that, for some groups, there were no common success factors. This suggests a
lack of agreement in perception of project success factors between these three groups,
highlighting discontinuity between them and provides a case for empirical research into
multiple stakeholder groups' perception of project success.
A survey was conducted by the Project Management Association Finland in 2002 to evaluate
the critical success/failure factors in project management and to examine the relationships
between critical success factors and organizational background variables. This study also
aims to gain an understanding of how project clients, owners, and sponsors present their
needs and expectations to ensure project success. On the basis of the survey responses
received, it is possible to identify critical success factors in project management that are
significantly related to company/organization size, project size, organization type, and project
managers‟ work experience. The project implementation profile is also analyzed on average
and by phases. The results indicate the importance of project communication that is related to
company size, however. In contrast to some prior studies, communication was ranked highest
in most project phases.
As Hezkias Tadele, (2017), has conducted in the area of project implementation challenges
and possible remedial actions for projects under carried by Talent Youth Association. The
general objective was to assess the challenges in project implementation and provide possible
recommendations. Under NGO sector were extremely diverse, heterogeneous and populated
by organizations with hugely varied size, scope, targets, structures and motivations.
Therefore, it face a lot of challenges which, together with absence of proper Project
management methodology, usually cause poor project implementation, scarcity of
accountability and stakeholder involvement, complexity of inter-related tasks, superficial risk

26
management strategies, unmotivated project team and eventually – bad quality, losses of time
and money.

In the article Rehema C. Batti, (2014) ,list the challenge on human resource management;
recruitment and retention of competent staff, Inadequate human resource Policies or
procedures, Lack of capacity to manage a diversity of work Force, mismatching of employee
qualifications with jobs or positions, inadequate HR management skills among supervisors,
organization program strategies affect staffing, inability to offer and provide competitive
employee incentives and benefits, inadequate performance management systems, inadequate
career development opportunities, difficulties in maintaining balance between employee and
organization needs, lack induction and coaching mechanisms for new employees, presence of
leadership gaps/crisis, inadequate or clear structures for rewarding performance and this all
affect the performance of social work projects.

According to Henrique Castro & Marly Monteiro de Carvalho, (2007), State that Employee
capacity and competency is one of the challenge in projects implementation. Even though the
level of knowledge and experience of a team influence project implementation there is
deficiency of employee with level of experience

2.3- Conceptual Framework

According to Svinicki, (2010), conceptual framework is defined as an interconnected set of
ideas (theories) about how a particular phenomenon functions are/ is related to its parts. That
means, the conceptual framework is a system that shows relationship of dependent variable
and the independent variables in the study. The independent variables in this study include:
and stakeholder‟s involvement, competence of project team, communication management
practice and monitoring and feedback practice while dependent variable is implementation
challenges of GEC-T project.
The researcher considering the above-mentioned theories and related studies made on the
implementation challenges on GEC-T project in organization for CHADET and like
organizations tries to identify the factors that influence the implementation on GEC-T project
implemented by CHADET. The conceptual framework developed by showing the
relationship of these factors against the resultant variable which is implementation of GEC-T
project

27
Independent Variables Dependent Variable

Stakeholder Participation

Competent project team

CHADET GEC-T
Project project
Implementation implementation
Challenges Communication management

Monitoring and feedback

practice

Figure 2-1: Conceptual Framework for the study

Source (developed by the researcher)

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 CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction
This chapter emphasizes to explain more on the research design, research approach, source of
data, target population, sampling technique and sample size, data gathering instrument, pilot
test, data analysis and ethical consideration will present.

3.1 Research Design

According to Creswell, (2009), claims a research design as a master plan specifying the
methods and procedures for collecting and analyzing the needed data/information. It is a
strategy or blueprint that plans the action for carrying through the research project data. A
good research design is often characterized by adjectives like flexible, appropriate, efficient,
and economical and so on. Thus, a design which minimizes bias and maximizes the reliability
of the data collected and analyzed is considered a good design.

Therefore, the study will be using descriptive design. Because, descriptive needs to
describing the existing project situation. The research phenomenon will answer the questions
like" who, what, where, when, why and how." Hence, descriptive research design will
adopted in this study to information concerning the status of the phenomenon to describe
what exist with respects to a variables or conditions associated on implementation challenges
in GEC-T project.

3.2 Research Approach.

Regarding the use of mixed research approach, Hesse-Biber N.S, (2010: 6), as quoted by
Green and her colleagues, (1980), stated that
"Provide a useful organizing frame work for characterizing the way researchers have used
mixed methods. We can clearly see the positive power and synergy of using these methods to
complement one’s research findings Quantitative information delivered in a “hard data”
format is amenable to statistical analyses and standardized tests of reliability and validity.
Qualitative data add an in-depth understanding of research results and allow the
researcher to explore anomalies or subgroups within the data. Working with both
methods gives many researchers a cross-check on their research results. Qualitative data
illuminate the meaning of statistical results by adding a narrative understanding to
quantitative research findings. Qualitative methods can also assist researchers who

29
want to test the validity of their research questionnaires by sequentially utilizing
mixed methods."

There for, the researcher will use mixed approach for this study. The objective of this study is
to identify critical challenges of GEC-T project implementation and recommend the possible
solutions that will help to achieve the project goal (objectives). Mixed approach provides a
compressive understanding of research problems. Thus, with the intention of getting the
general picture of the challenges GEC-T project implementation and possible remedial
actions this research adopted both quantitative and qualitative research approaches than either
approach alone. To gain more in sight regarding this study the researcher will use mixed
approach.
Quantitative: -
 Because of quantitative approach helps to the researcher to gain more information from
multi (different) sample in short period of time and limited resource.
Qualitative: -
 The researcher will use qualitative research approach because it helps to investigate in
deeply from the key informants. The researcher needs to triangulate the data in different
insights. Generally the researcher will be benefit to get quality data and helps to analyze
the meaning of the research questions in both statistical and narrative way.

3.3 Source of Data

Primary and secondary sources of data will use to obtain information about the subject under
the study. Primary data will collect from project employers and key stakeholders like school
principal, vice principal, 3C, Volunteers, tutor and co curriculum focal teachers whereas the
interview will conduct for project coordinator, project officer, school principal, social worker
and head of education office.
Moreover, official documents will consider as secondary sources for data clarity the
researcher will review documents for the purpose of identifying project implementation
challenge in CHADET organization.
3.4 Target Population, Sampling Technique and Sample Size
3.4.1 Target population

According to Castillo, (2009), target population defines as, referring to the entire group of
individuals or objects to which researchers are interested in generalizing the conclusions. For
this research, the target population is categorized under two groups. The first groups are

30
 project employees ( i.e project coordinator, project officers and community worker ) and the
second group comprises project stakeholders or partners those are head of education office &
expert (focal person), school principal and vice principal, teachers and community
collaborative committee (3C). They are directly participating in project design and
implementation.
Table 3-1: Total population of the study

No. Project No. of schools Total Population

location area
Total

Teac Princi 3Cs' Volu Edu.of Project

hers pal nteer fice office
Elementary

Secondary

head& emplo
V.prin expert yers
TVT

cpal

1 Tehulederie 4 3 1 68 14 40 8 2 132

2 Kalu 3 4 2 44 14 30 6 2 96

3 Dessie zuria 2 - - 22 4 17 4 2 49

4 Dessie city 2 3 1 34 10 20 4 2 70

168 42 107 22 8 17 364

Total

(Source: Developed from CHADET)

The research will be intended to assess implementation challenges in GEC- T project in four
woreds. These are Tehulederie, Kalu, Dessie zuria and Dessie city. Due to time and resource
constraints a sample of two will be was taken using convenience sampling method. Geographical
proximity will be used to determine convenience. In addition, this will be the highest number of
beneficiaries from project implementation area.

3.4.2 Sampling Technique

Sampling techniques is divided into two, namely probability or representative sampling and
non-probability or judgmental sampling Saunders, M., Lewis, P. & Thornhill, A. (2009).
Probability or representative sampling uses a form of random selection of samples as opposed
to non-probability or judgmental sampling that do not depend on random selection of
31
 potential cases. For this study, both probability and non-probability sampling technique will
used under probability the researcher select stratified sampling technique for quantitative
information. Stratified sampling the population is divided into several sub-populations that
are individually more homogeneous than the total population (the different sub-populations
are called „strata‟) and then we select items from each stratum to constitute a sample Kothari,
(2004).
In addition to get qualitative information in detail the researcher also taken as a sample from
key respondents through judgmental sample technique. The purposive or judgmental
sampling technique allows researcher to make their own selection study participants based on
their judgment considering the research needs and requirements Saunders et al.„s, (2007).

3.4.3 Sampling size

Appropriate sample size was determined from customer by using the following equation
(Israel, 1992).

N= is the Population size,

n= is the Sample size and

e = is the Level of precision, Applying 5%(0.05) error margin,

= 191

There are 364 project partners and employees under project implement sample area. Hence,
to manage the study 191 respondents will selected for the study through stratified sampling
technique. Purposive sampling technique will apply to select 9 key respondents for
qualitative information.

Table 3-2:- Sample size of the study

Sample Total Proportion of Sample size Remark

category number sample
Sample group
No. %

Education office head and 8 8/364*191 4 0.52

32
Stakehold expert
ers from
each School principal and vice 42 42/364*191 22 0.52
woreda principal

Teachers 168 168/364*191 88 0.52

3C's 107 107/364*191 56 0.52

Project Volunteers 22 22/364*191 12 0.52

employers
Project officer employee 17 17/364*191 9 0.52

Total 364 191 0.52

Scours: - Researcher developer

Table 3-3:- Key informant interviewed

Informant group Sample size Remark

Education office head 2 From each woreda

School principal 2 From each woreda

Project coordinator 1

Project officer 2

Community worker 2

Total 9

Source: - Researcher developer

If the absence any one, the next relevant participant(s) will pick based on availability
sampling method. For example when senior management personnel will not around, lower
level staff will be contact and even in some cases, the other relevant participants will be
contact.
3.5 Data Gathering Instrument and Pilot Test
3.5.1 Data gathering instruments

The data gathering tools employed in the study will questionnaires, semi-structured
interviews, and document analysis like project plane, report, minutes. The questionnaires will
prepare for project team members, top management, administrative staff, key stakeholders

33
like school principal, vice principal, community collaborative committee, teachers whereas
the interview will conduct for project coordinator, project officer, school principal, social
worker and head of education office . The questionnaires consisted of two parts. The first
portion will collect general background information from each of the participants. The
second, and the largest part, will compos of structured and semi-structured questions. In
relation to this, Kothari (2004:100) states “structured questionnaires are definite, concrete and
pre-determined questions and designed to expected respondent to answer from given
alternatives. The questions are presented with exactly the same wording and in the same
order to all respondents.” Open ended questions allow for free responses in the respondents‟
‟ own wards and prepared by expecting to get more information from respondents Best &
Khan, (2003).

Semi-structured interview will prepare to project coordinator, project officer, school

principal, social worker and head of education office. At times the interviewee may also ask
certain questions and the interviewer responds to these, but usually the interviewer initiates
the interview and collects the information. Best & Kahn, (2003:88), haves stated that “[they]
can permit the exploration of issues, which might be too complex to investigate though
questionnaire and also justify as it allows better flexibility for the interviewer and interviewee
had have better chance to explain more explicitly that he/she knows on the issue”. Moreover,
they allow a researcher to obtain in depth information that may not be easily secured by
questionnaires.

Document analysis will conducted with overall records of sample's organizations documents
like portfolio, short and long term plan and reports, feedback, guidelines, modules and
manuals were assessed by using structured check list which will formulate by researcher. The
main purpose of this will to cross-check information which collected from via quantitative
and qualitative data various sources and to obtain information that is may not have been
reveal via the questionnaires and interviews.

3.5.2 Pilot Test

Validity and reliability issues will use for checking quality of instrument. These are the
criterion for evaluating the research tools. Validity of the questionnaire will do through
consultations with the advisor and pilot testing of the questionnaire. In order for the study
questionnaire to measure what it will to measure; pilot testing will do before the study

34
questionnaire was used in actual data collection. A sample questionnaire will distribute to 19
(10% of the sample) respondents who will be involved in the study after which it will
checked for completeness, ambiguity and language. Necessary adjustments were done before
the actual data collection exercise. In the pilot study, respondents were asked to indicate
questions that they found ambiguous, those questions that they were uncomfortable with and
to make any other comments that could improve the questionnaire. This was to establish any
built-in errors in the measurement of the questionnaire. Reliability, testing will conduct
through using the Cronbach's Alpha coefficient, which ranges in value from 0 to 1.

3.6 Method of Data Analysis

The data will gather through questionnaires and semi structured interviews. The data will
process using the Statistical Package for the Social Sciences (SPSS V.24). Quantitative data
will involve both descriptive and inferential analysis. Major statistical tools will use to
analyze data such as Percentage, Frequencies, Mean, and Standard deviation, will use to
guide the analysis and interpretations of the findings. In addition, the data analysis involved
review of documents, and responses gathered by means of interviews with the project
implementing experts at CHADET and stakeholders in qualitative terms. The qualitative data
after collect will edited and organized based on the necessity the research required. There will
a systematic and intensive data analysis phrase by phrase of field notes for semi structured
interviews and to identify common themes that ran through the research.

3.6 Methods of Data Analysis

After the collections of quantitative and qualitative data from primary and secondary sources
the result will be presented using descriptive statistics and different Econometric model with
the help of SPSS 23 version, which is commonly applied in social science and infer the
results.

Since the study will Examine Factors Influencing CHADET GEC-T project implementation
the case of south Wollo Zone, Amhara Regional State of Ethiopia Specifically, to Assess the
challenges of CHADET GEC-T project implementation in south Wollo Zone, to identify
challenges CHADET GEC-T project implementation in south Wollo Zone and to analyze the
challenges that influence CHADET GEC-T project implementation in south Wollo Zone, the
study will investigate how the different influential factors affects the project implementation
using different appropriate descriptive statistics as a categorical and continuous variable and
then analysis will undertake using inferential statistics analysis.

35
Descriptive statistical Analysis such as mean, standard deviation, frequency and percentage
will be calculated to analyze the sample respondents‟ response and their socio-economic
biographical data through appropriate statistical tools.

Correlation analysis will be used to examine the relationship exists between the variables
used in the study, then regression Analysis model will be used to test the effect of
determinant/challenge/ variables on CHADET GEC-T project implementation outcome
variables.

Regression Analysis Model

According to Sekaran and Bougie (2010), regression analysis is an analysis of causality
association of independent variables on dependent variable. In this study, independent
variables were entered into the regression equation to predict whether there is any significant
relationship with the outcome variables used to CHADET GEC-T project implementation.

Therefore, the multiple regressions model was specified as follows:

= + + + …………………... + …………………..……… (1)

Where: Y = represents the dependent variable

= denotes the intercept of the regression which is constant.
, j = 0, 1 …k, are called the regression coefficients
, ….. = refers to the repressor variables
= is the error or deviation between Y value and + + + ……...

Therefore, in this study

= + + + + +
Where: Y is the response or dependent variable- CHADET GEC-T project implementation
= Stakeholder Participation, = Competent project team, = Communication
management, = Monitoring and feedback practice, are the explanatory variables.
Is the intercept term- constant which would be equal to the mean if all slope coefficients
are 0.
, , , and are the coefficients associated with each independent variable which
measures the change in the mean value of Y, per unit change in their respective independent
variables.
Accordingly, this statistical technique will be used to explain the following relationships.
Regress CHADET GEC-T project implementation (as dependent variable) on the selected

36
3.7 Definitions and measurement of variables
a) Dependent (Outcome) Variable.

The dependent variable for this study is project implementation. According to Hamilton,
(1997), stated that that project implementation involves realizing the planned activities into
operational activities. Hamilton, (1997:80), has explained project implementation “Executing
refers to the coordination of resources to achieve the “requirement.”” Project implementation
depends on the plan which lists the different requirements for the project. This phase is the
practical phase of the project.
To measure general project implementation the researcher will be assess the challenges in
project implementation like Stakeholder Participation, Competent project team,
Communication management and Monitoring and feedback practice. It shows regularly
follow up mechanisms of the project while Implementing and the major device the project
used during implementation. The scale had seven questions and respondents had to respond
on 5 points Likert scale ranging from strongly disagree (1) to strongly agree (5).

b) Indicator (Independent) Variables

The independent variable lies mainly within challenges that affect CHADET GEC-T project
implementation for this study will be:

Stakeholder Participation: it refers to the process of managing the expectation of anyone

that has an interest in a project or was effected by its deliverables or outputs. The application
of stakeholder in the public sector seems to be in accordance with the wave new public
management Osborne & Gaebler, (1993) and it check to what extent Stakeholders participate
.The scale will contain 6 questions and that will use five-point Likert scale ranging from
strongly disagree(1) to strongly agree(5)..

Competent project team: Assembling a good team is important in any phase of business,
but it is especially important when managing a project to make sure that the work can get
done on time and budget. Acquiring the project team is often complicated by the fact that the
project management team will not usually have direct control over every one they would like
to have involved in the project and it shows how Project team members has a competency to
implement project activities .The scale will have 6 questions and that uses five-point Likert
scale ranging from strongly disagree (1) to strongly agree (5)..

37
 Communication management: it is the processes used to ensure that required information is
distributed to the right person at the right time. The major planning processes in
communications management are communications planning PMBOK, (2004). It shows what
are the communication management practices of the organization (CHADET)?. The scale
will have 6 questions and will use three-point Likert scale ranging from Yes (1) Not Sure (2)
and NO (3)

Monitoring and feedback practice: it refers to about collecting sufficient data to make
sure that the project team implements the plan correctly. “Project control is the process of
ensuring that the project delivers everything it is supposed to physical products and assets,
quality products, documentation and deliverables such that there is complete assurance on
delivery integrity” APM, (2000: 35; ISO 10007, 1995), Cited in Gardiner (2005:285). It
shows /checks the monitoring and feedback mechanism put forward by the project or not.
The scale will contain 4 questions that will use three-point Likert scale ranging from Yes (1)
Not Sure (2) and NO (3)

Table 3-4: Description of variables and Its Measurement

Variable Description and Measurement Type of Variable
Dependent/ Outcome /variable

CHADET GEC-T project

implementation
Independent variables

Stakeholder Participation
Competent project team,

Communication management
Monitoring and feedback
practice
Socio-economic & Demographic Variable

Sex of Respondent Sex of the Respondent (1 if male, 0 female) Dummy

Age of Respondent Age of Respondent in years Continuous
Marital of Respondent Marital status of Respondent (1 if married, 0 Dummy
otherwise)

38
Education Educational status of members Categorical

3.8 Reliability of the Instruments

The reliability refers to a measurement that supplies consistent results with equal values
(Blumberg et al., 2005). It measures consistency, precision, repeatability, and trustworthiness
of a research (Chakrabartty, 2013). It indicates the extent to which it is without bias (error
free), and hence insures consistent measurement cross time and across the various items in
the instruments (the observed scores).After designing the questionnaire, reliability analysis
will be to ensure the measurements are accurate. In order to check the reliability pilot test will
be done on a small group of respondents to make sure that the questions/items in the
questionnaire are accurately measuring what they are intend to measure. Most of the
feedbacks directed to the comprehensibility of items; therefore, researcher modified and
inserted some of the items to improve their clarities. Pilot test minimizes the mistakes make
in the questionnaire as well as the difficulties before making progress to distribute it out to
the 114 targeted respondents. Reliability of the questionnaire will tested as well using
reliability test by cronbachs alpha with the help of Statistical Analysis software (STATA)
software.

3.9 Validity of Instruments

Validity is the accuracy and meaningfulness of inferences which will base on research results
(Mugenda 1999). It is considered to be the degree to which results obtained from analysis of
the data actually represent the phenomena under study. it is also the degree to which a test
measures what it purports to measure. To improve the instrument validity of the objective of
the problem, the researcher will give the draft questionnaire to the advisor and senior
colleagues in the field to evaluate appropriateness of the items and to ensure that all the
questions asked in the questionnaire fully exhaust all that are implied by the research
questions, objectives. In addition, feedback from the pilot survey is another way of checking
the appropriateness of the question.

The main advantage of validity is to deals with the adoption of the findings to the areas
covering the same domains and characteristics. The items that will inadequate or ambiguous
in eliciting the relevant information may be identified and modified in order to improve the
quality and hence validity will be exit.

39
3.10- Ethical Consideration
There are certain ethical protocols that will follow by the researcher. The first is soliciting
explicit consent from the respondents. This ensures that their participation to the study is not
out of their own desire. The researcher also ensured that the respondents will be aware of the
objectives of the research and their contribution to its completion. One other ethical measure
exercise by researcher will treat the respondents with respect and courtesy. Moreover, the
researcher has carefully plan to establish trust with respondents beforehand as well.
Therefore, individual participant‟s personal information obtained as a result of research is to
be considered confidential and disclosure to third parties is prohibited. Participant
confidentiality will be ensured by utilizing identification code numbers to correspond to
research data in any research paperwork and computer. This will do, so that the respondents
will be at ease and more likely to give honest responses to the questionnaire.

40
WORK PLAN
This contains the schedule or plan of time that is required to accomplish the research. The
details will be presented as follows.

No. Works to be done No. of days required

1 Data collection and sorting 45 days
2 Data analysis 30 days
3 First draft report writing and typing 30days
4 Communicating with advisor 15 days
5 Correcting and writing the report 15 days
6 Advisor‟s comment 7 days
7 Communicating with advisor 14 days
8 Final report writing and editing 30 days
9 Submission of the paper 1 day
Total time required 6 Months

BUDGET
These sources cost will cover by the researcher. It is a monetary cost that will be incurred in
order to accomplish the research. The details are presented below.

No. Specification Number/Units Single Total

Cost Price
1 Data and information cost (including 1000 minutes 0.35 350
telephone, internet) in Birr
2 Transportation cost 500 k.m 1 500.00
3 Secretarial cost 200 sheet 3 600.00
4 Stationary 5 packet sheet 400 2000.00
5 Hard copy development 3 400 1200.00
6 Contingency 1000.00
Total 5650.00

41
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 APPENDEXES
Data Collection Instruments

(APPENDEX A) Structured Questionnaire

TOSSA COLLEGE OF ECONOMIC DEVELOPMENT

DEPARTMENT OF BUSINESS MANAGMENT

Questionnaires to be filled by:

1. GEC-T project workers (Project coordinators and project officers, social worker and), and
2. Project stakeholder (teachers, principals, education head and officer and community
collaborative committee )

Dear Respondent,
I am a graduate student in the Department of Business Management for master program in
Project management in Tossa College of Economic Development. Currently, I am undertaking a
research entitled assessing on implementation challenges of Girls Education Challenge and
Transition (GEC-T) Project: -A Case of Child Development and Transition (CHADET)
organizations. You are one of the respondents selected to participate in this study. Please help
me in giving correct and complete information to present a representative finding on the
current status and problems of GEC-T project implementation.
Believing that your frank and genuine responses have invaluable contribution to the quality
of the findings of this study, the researcher would like to ask you kindly to complete this
questionnaire as truthfully as possible. I would also like to inform you that the response you
provide will be kept confidential.
Direction:
 Please read each item carefully and record your genuine opinion on the basis of your
exposure and knowledge in the project.
 Please do not consult others while responding the items

46
  `Please answer all questions in their order and do not leave any item related to you
unanswered
 It is not necessary to write your name or sign on the questionnaire
 Please return the completed questionnaire to the designated person/ supervisory.

Thank you in advance for your kind cooperation

Name-
Email:

Part I: General information please use a tick mark “ ”

Name of the organization that you work for__________________________

Your current job position_______________________
1. Gender:
a. Male ( ) b. Female ( )
2. Age:
A. 20 to 30 years ( ) B. 31 to 40 years ( )
C. 41 to 50 years ( ) D. Above 50 years ( )
3. Level of education:
A. 12 grade complete ( ) B. Diploma ( )
C. Bachelor degree ( ) D. Master‟s degree and above ( )
Please specify if any other…………………………………………..
4. Working Experience: _________________________
5. Service years at project implementation
A. < 5 Years ( ) B. 11-15 Years ( )
C. 6-10 Years ( ) D. 16-20 Years ( ) E. >21 years ( )

Part II: Stakeholders’ Participation on the project

2.1 Stakeholders’ Participation on the project
1. Was project implementation plans are jointly developed by all the appropriate
stakeholders?
A) Yes ( ) B) No ( ) C) Not sure ( )
2. Were need assessment conducted before project objective was set?
A) Yes ( ) B) No ( ) C) Not sure ( )

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 Table3: Please read the following sentences, and then use a tick mark to in“ ” to indicate

your level of agreement /disagreement. Use following rating scales: 5= I Strongly Agree (SA), 4= I
Agree (A), 3=I Undecided (U), 2=I Disagree (D), and1= I Strongly Disagree (SD)
Rating Scales
SA A U D SD
N What extent Stakeholders participate
5 4 3 2 1
o

1 Key stakeholders were identified in the organization.

2 The results of stakeholders need assessments were integrated in the planning

process.
3 Stakeholders are involved in the review of the organization's mission and
strategies.
4 Project priorities and services are defined in collaboration with stakeholders.

5 The project regards its stakeholders as full partners.

6 Stakeholders were appropriately monitored and engaged.

Part III: Project team members has a competency to implement project activities
1. The organization made a need assessment to give training for project team to fill the actual
gap based on data.
A) Yes ( ) B) No ( ) C) Not sure ( )
2. If yes the above question please specifies the need assessment mechanism.
a._______________________________________________________
b. _______________________________________________________

Table4: Please read the following sentences, and then use a tick mark “ ” to indicate your

level of agreement /disagreement. Use following rating scales: 5= I Strongly Agree (SA), 4=
I Agree (A), 3=I Undecided (U), 2=I Disagree (D),and1= I Strongly Disagree (SD)
Rating Scales
SA A U D SD
No. Team competency
5 4 3 2 1

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1 The project teams have high knowledge to complete the project
by achieving project objective.
2 The project team members are able to allocate sufficient time to
the project.
3 The project teams have high performance skill to accomplish
project based on project objective.
4 The project teams have behavioral capacity to work together for
successful project implementation.
5 Project team has trouble shooting (solving unexpected problems)
capacity.
6 The team members are qualified enough

(only project employee)

3.2. Human resource management practices of organization for project implementation
1. The organization have a mechanism to motivate the team member for highly perform.
A) Yes ( ) B) No ( ) C) Not sure ( )
2 If yes the above question please list the mechanism.
a. ________________________________
b. ________________________________
c. ________________________________
If no please specify the constraints.
a. ________________________________
b. ________________________________
c. ________________________________

3. Are the team members adequate? A. yes ( ) B. No ( ) C) Not sure ( )

If No please specify which positions in complete
position 1 _________________ Position 2 ___________________
Part IV: What are the communication management practices of the organization
(CHADET)?
4.1. Experiences of communication in project implementation.
1. Is the project had a communication plan
A) Yes ( ) B) No ( ) C) Not sure ( )
2. Are stakeholders have an access to get information easily

49
 A) Yes ( ) B) No ( ) C) Not sure ( )
3. Were stakeholders used that information for purpose of the decision making.
A) Yes ( ) B) No ( ) C) Not sure ( )
4. The organization have a regular meeting program to discussed the project performance
with stakeholders.
A) Yes ( ) B) No ( ) C) Not sure ( )
5. Do the organization have an access to record and exchange best practice?
A) Yes ( ) B) No ( ) C) Not sure ( )
6. The organization had written procedures/ practices for roles and responsibilities are clearly
understood in the project.
A) Yes ( ) B) No ( ) C) Not sure ( )
Part V: What are the monitoring and feedback practices that affect on GEC-T project
implementation?
5.1 Project monitoring and feedback practices
1. Are there monitoring and feedback mechanism put forward by the project
A. Yes ( ) B. No ( ) C. I don‟t know ( )
2. If yes for the above question, are the monitoring and evaluation mechanism mostly
informal (for example, discussion between staff members, between directors and staff)
or formal ( such as staff meeting, report, workshops, analysis by special unit or person)
A. Mostly informal ( ) B. Mostly formal ( ) C. Mixed ( )
4. The project progress were measure based on key performance indicators (KPI)
A. Yes ( ) B. No ( ) C. I don‟t know ( )
5.2 Regularly follow up mechanisms of the project
Table 7: Please read the following sentence, and then use a tick mark “ ” to indicate your

level of agreement /disagreement. Use following rating scales. 5= I Strongly Agree (SA), 4= I
Agree (A), 3=I Undecided (U), 2=I Disagree (D), and 1= I Strongly Disagree (SD)

Rating Scales

SA A U D SD
No. Regularly follow up mechanisms of the project while
5 4 3 2 1
Implementing

1. There is defined monitoring and controlling schedule to manage

project performance

50
2. The performance of the project was monitored according to the

schedule in order to manage deviation from the plan

3. The implementations of the project were started on time

4. The activities of the project were accomplished according to the plan

5. The quality of the project performance was monitored

6 Corrective actions was taken when problems arise in

implementing the project.

7. The project budget was controlled to accomplish the tasks

5.3 Major devices of monitoring and control

Table8: Which of the following mechanisms are included in the monitoring and evaluation
procedure? (Check all which apply)
N Availability
o
Devices of monitoring and Control Yes No

1 Progress assessment

2 Childs performance report

3 Designation of experimental and control groups

4 Review document

5 Interview

6 Special meeting(progress evaluating meeting)

7 Questionnaires

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 (Appendix B) Structural Interview Questions

Interview Guideline for only:

1. GEC-T project workers (Project coordinators and project officers and community worker ),
and
2. Project stakeholder (principals, education head officer and expert)

A) General Information
Name of the organization that you work
for___________________________________
Your current job position_________________________________
B) Guiding Questions for the Interview
1. Do you think as all stakeholders clearly understand and know about project objectives and
goals? If yes how and if no why?
2. In what extent stakeholders participate at the project on?
2.1 Need assessment?
2.2 Planning?
2.3 Implementation?
2.4 Monitoring and evaluation?
3. Do you think project teams have a capable to achieve the project goal within expected
quality, time and budget?
If yes how who have competent?
If no why wholes perform.
4. Do you think the project beneficiaries were satisfied by project out come?
If yes how to check..?
If no why...
5. Are there a mechanism to shire best practices and lesson learnt from project
implementation? And if yes what are these?
6. Do you think that the organization had motivated project partners and employees who have
best performance?

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 (Appendix C) Structured Cheek list (format) for Document Review

Structured cheek list (format) for document analysis of GET-T project in CHADET.
1. Minutes recorded when designing, planning & implementing & M&E of projects
2. Trends and practices of keeping project portfolio, guideline & feedback for designing,
planning, implementing & M&E of projects
3. Organizations‟ a short term plan and a long term plan for project implementation
4. Kept recorded best practices and lesson learnt from project implementation
5. kept recorded problems that faced when implementing projects,

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