Monitoring & Evaluation Practices and Implementation....

MONITORING AND EVALUATION PRACTICES AND IMPLEMENTATION OF
DEVELOPMENT PROJECTS IN NAIROBI CITY COUNTY, KENYA
BY
Abdallah Khaoya Sumba
ADM NO. D56/CTY/PT/37068/2016
RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF BUSINESS,
ECONOMICS AND TOURISM IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTER OF PROJECT
MONITORING AND EVALUATION KENYATTA UNIVERSITY

DECLARATION
This research project is my original work and has not been presented for examination in any
other University.
Signature: ……...................... Date: ……………………………….
Abdallah Sumba
D56/CTY/PT/37068/2016
I confirm that the work in this research project was done by the candidate under my
supervision.
Signature: ……………………………… Date: ………………………...
Dr Paul Sang
Senior Lecturer, Management Science Department
School of Business, Economics and Tourism
Kenyatta University
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DEDICATION
I dedicate this work to my wife for her encouragement and support in writing of the research
project.
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ACKNOWLEDGEMENT
The successful completion of this project could not have been realised without the contribution
of various individuals. I would like to express my gratitude to my supervisor Dr Paul Sang for
having agreed to lead me through the research process.
I am forever thankful to God for his protection and grace.
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Table of Contents
DECLARATION ............................................................................................................................. ii
DEDICATION................................................................................................................................ iii
ACKNOWLEDGEMENT .............................................................................................................. iv
LIST OF TABLES......................................................................................................................... viii
LIST OF FIGURES.........................................................................................................................ix
OPERATIONAL DEFINITION OF TERMS ................................................................................ x
ABBREVIATIONS AND ACRONYMS .........................................................................................xi
ABSTRACT .................................................................................................................................... xii
CHAPTER ONE: INTRODUCTION ............................................................................................. 1
1.1 Background of the Study ....................................................................................................... 1
1.2 Statement of the Problem ...................................................................................................... 3
1.3 Objectives of the Study .......................................................................................................... 5
1.3.1 General Objective ........................................................................................................... 5
1.3.2 Specific Objectives .......................................................................................................... 5
1.4 Research Questions ................................................................................................................ 5
1.5 Significance of the Study........................................................................................................ 6
1.6 Scope of the Study .................................................................................................................. 6
1.7 Limitation of the Study .......................................................................................................... 6
1.8 Delimitation of the Study ....................................................................................................... 7
1.9 Organisation of the Study ...................................................................................................... 7
CHAPTER TWO: LITERATURE REVIEW ................................................................................ 8
2.1 Introduction ........................................................................................................................... 8
2.2 Theoretical Review ................................................................................................................ 8
2.2.1 Systems Management Theory ......................................................................................... 8
2.2.2 Transformative Learning Theory ................................................................................... 9
2.2.3 Accountability Theory .................................................................................................. 10
2.2.4 Stakeholder Theory ....................................................................................................... 11
2.3 Empirical Review ................................................................................................................. 12
2.3.1 The Role of M&E Team Capacity and Skills in Successful Implementation of
Development Projects ............................................................................................................ 12
2.3.2 The Role of M&E Organisational Learning in Successful Implementation of
2.3.3 The Role of M&E Transparency and Accountability in Successful Implementation of
2.3.4 The Role of Participatory Decision-making in Successful Implementation of
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2.4 Summary of Literature and Research Gaps ....................................................................... 19
2.5 Conceptual Framework ....................................................................................................... 22
CHAPTER THREE: RESEARCH METHODOLOGY............................................................... 23
3.1 Introduction ......................................................................................................................... 23
3.2 Research Design ................................................................................................................... 23
3.3 Target Population ................................................................................................................ 23
3.4 Sampling Design .................................................................................................................. 24
3.5 Data Collection..................................................................................................................... 27
3.5.1 Data Collection Instruments ......................................................................................... 27
3.5.2 Validity of the Research Instruments ........................................................................... 27
3.5.3 Reliability of the Research Instruments ....................................................................... 28
3.6 Data Collection Procedure ................................................................................................... 28
3.7 Data Analysis and Presentation ........................................................................................... 28
3.8 Ethical Considerations ......................................................................................................... 29
CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSIONS .......................................... 30
4.1 Introduction ......................................................................................................................... 30
4.2 Response Rate ...................................................................................................................... 30
4.3 Descriptive Statistics ............................................................................................................ 31
4.3.1 Demographic Characteristics ....................................................................................... 31
4.4 Monitoring and Evaluation Practices .................................................................................. 32
4.4.1 Role of M&E team capacity and skills.......................................................................... 32
4.4.2 Role of M&E Organisational Learning ........................................................................ 33
4.4.3 The role of M&E transparency and accountability ..................................................... 35
4.4.4 Role of M&E participatory decision-making ............................................................... 37
4.5 Inferential Statistics ............................................................................................................. 39
4.5.1 Relationship between M&E practices and successful implementation of projects ..... 39
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS ..................... 43
5.1 Introduction ......................................................................................................................... 43
5.2 Summary of the Study ......................................................................................................... 43
5.2.1 Demographic Information ............................................................................................ 43
5.2.2 Role of M&E team capacity and skills in the implementation of development projects
in Nairobi City County .......................................................................................................... 43
5.2.3 Role of M&E organisational learning in implementation of development projects in
Nairobi City County .............................................................................................................. 43
5.2.4 Role of M&E transparency and accountability in the implementation of development
projects in Nairobi City County ............................................................................................ 44
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5.2.5 Role of M&E participatory decision-making in implementation of development
projects in Nairobi City County ............................................................................................ 44
5.3 Conclusion ............................................................................................................................ 45
5.4 Recommendations ................................................................................................................ 45
5.5 Suggestions for Further Study ............................................................................................. 45
REFERENCES .............................................................................................................................. 48
APPENDICES ............................................................................................................................... 58
Appendix I: Questionnaire ........................................................................................................ 58
Appendix II: Key Informant Interview Schedule ..................................................................... 65
Appendix III: Research Authorization ..................................................................................... 66
Appendix IV: Letter from NACOSTI ....................................................................................... 67
Appendix V: List of Projects ..................................................................................................... 68
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LIST OF TABLES
Table 3.1: Target Population ............................................................................................... 24

Table 3.2: Sample Distribution ............................................................................................ 25
Table 3.3: Variables and their Measurement ........................................................................ 26
Table 4.1: Response Rate .................................................................................................... 30
Table 4.2: Demographic Characteristics .............................................................................. 32
Table 4.3: Stakeholder Involvement .................................................................................... 39
Table 4.4: Normality Tests .................................................................................................. 40
Table 4.5: ANOVA Results ................................................................................................. 40
Table 4.6: Regression Results.............................................................................................. 40
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LIST OF FIGURES
Figure 2.1: Conceptual Framework ..................................................................................... 22

Figure 4.1: The Culture of constant Learning at the workplace ............................................ 34
Figure 4.2: Have access to Evaluation Results of Nairobi City County projects ................... 36
Figure 4.3: Feedback from the public is captured and considered in all the phases of project
Implementation ................................................................................................................... 37
Figure 4. 4: Awareness of phase(s) of Nairobi City County projects in your ward ............... 38
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OPERATIONAL DEFINITION OF TERMS
Organisational Learning – refers to the development, retention and transfer of knowledge

and skills within an organisation through facilitation and implementation of skill training.
Participatory Decision-making – Engagement of individuals who have interest or can be

affected by an intervention in activities and decisions associated with identification, planning,
implementation, monitoring and evaluation of the intervention.
Project Success – the ability of an intervention to meet its objectives within the budget and on
schedule, attain quality, health, safety and environmental requirements.
Team Capacity and Skills – Knowledge, training, skills and experience of a person to
operationalise a project, programme or policy.
Transparency and accountability – ensuring availability of information to measure

performance and guarding potential misuse of powers in an organisation.
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ABBREVIATIONS AND ACRONYMS
CDF Constituency Development Fund
MCAs Members of County Assembly.
M&E Monitoring and Evaluation
OECD Organisation for Economic Co-operation and Development
SPSS Statistical Package for Social Sciences
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ABSTRACT
Effective and efficient delivery of services is a major challenge in both government and non-
government organisations. The initiation and successful running of development interventions
is an important factor in the public sector since it helps governments to deliver services to the
citizens. The elected and appointed representatives use the development projects to attain their
promises as well as do what they are mandated to do by the country’s laws and regulations.
Therefore, the development projects offer the platform for the public to interact with their
government representatives. The significance of development projects in the public sector
emphasises the need to ensure the interventions are successfully implemented. As a result,
M&E is an essential success tool in development interventions. The researcher in the current
study therefore aimed to analyse the function of M&E practices in the success of development
projects in Nairobi City County. The specific practices considered in the study constituted
M&E team skills and capacity, M&E organizational learning, M&E transparency and
accountability and M&E participatory decision-making. The researcher developed the study
based on four theories including Systems Management Theory, Transformative Learning
Theory, Accountability Theory and Stakeholder Theory. The researcher further applied
descriptive design with a focus on qualitative and quantitative approaches. The target
participants in the study constituted 105 development projects in Nairobi City County. A
sample of 84 projects were be used to carry out the study. Stratified and simple random
sampling were used to select projects to be included in the study. Two respondents were derived
from each project comprising of one project management officer and one Member of County
Assembly. The study found that M&E practices had been partly embraced and implemented
adequately in putting development projects into action in Nairobi City County. The capacity
and skills of the personnel could help to enhance the effectiveness of implementing
development projects. However, the study respondents noted that recruitment of personnel in
M&E roles was not entirely merit-based. Besides, the county government of Nairobi had
prioritised training of personnel to develop and nurture M&E skills even though the culture of
learning had not been embraced at the various workplaces. The study further found that
accountability and transparency had not been attained in the county government because
stakeholders lacked access to evaluation results. The study also found inadequate participatory
decision-making practices in the implementation phase of interventions in Nairobi City
County. Therefore, the study recommended prioritisation of M&E practices including team
capacity and skills, organisational learning, transparency and accountability and participatory
decision-making to enhance the effectiveness of implementation of development projects.
Future research should consider other M&E practices including budgeting, planning and
dissemination plan to develop a comprehensive strategy of enhancing efficacy of development
projects.
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CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
Initiation and implementation of development interventions is a crucial mechanism of service
delivery to the public in government institutions. Abuya (2016) noted that public services
helped the citizens to interact with their governments. For instance, citizens experienced the
presence of a functioning government through aspects such as existing public health facilities,
good transport system, water and sanitation. The description on government services to the
citizens emphasised the definition of development projects which constituted construction,
development or infrastructure interventions to support the socioeconomic and political
wellbeing of people (Henttonen, Ojanen & Puumalainen, 2016).
Different factors constitute the success of development projects whether in the private sector,
government or non-government organisations. However, Albert, Balve and Spang (2017)
explored the common factors that characterised the success of development projects including
period of implementation, costs and resources involved, ability to meet the scope, and general
satisfaction of the recipients. In a similar study Raziq et al (2018) emphasized the need to attain
the ultimate goal in the assessment of intervention success.
The Constitution of Kenya 2010 introduced devolved systems of government with the aim of
bringing services close to the citizens. As a result, different county governments initiated a
wide range of development projects that were aimed at attaining the goal of bringing services
to the people and eventually enhancing their wellbeing both economically, socially and
politically. However, the introduction of devolved system of governance did not imply projects
were being implemented successfully and to the satisfaction of the public. Ngigi and Busolo
(2019) observed that issues such as National and County government disagreements over
funding had affected project implementation and eventually service delivery to the public.
Besides, issues of absence or ineffective participatory decision-making, high levels of
corruption and inadequate technical support and expertise were key contributors to failed
projects in the devolved systems.
The definition of project success has evolved over time to incorporate a wide range of factors.
Albert, Balve and Spang (2017) observed that project success was traditionally described based
on Barnes’ Iron Triangle which constituted time, cost and performance. However, the criterion
has expanded to include other aspects including the satisfaction of stakeholder groups, efficient
use of resources, quality of outputs and outcomes, and sustainability of the intervention.
Different factors facilitate the success or failure of interventions despite the varying scope and
nature of organizations. Williams (2016) explored the success factors in the construction
projects and explained that the success of a project relied on multi-dimensional aspects that
had complex interactions. Williams explained that the factors could result in either project
success or failure depending on how and if they were employed in the management process.
For instance, the success of an intervention relied on the ability of the management to involve
the stakeholders through clear channels of communication. Another important aspect was the
coaching and training of project participants to support the implementation process in an
effective and efficient manner. Besides, there was need to account to all the stakeholders who
could either benefit or be affected by the project (Albert, Balve & Spang, 2017).
The different success factors of a project highlighted in the existing literature describe key
monitoring and evaluation practices. Ngigi (2020) explored practices such as capacity building
in an organisation, information dissemination and M&E budgeting as key aspects in the project
management. Similarly, Muniu (2017) delved into practices such as community participation
and joint collaboration as key factors that could facilitate county government projects
sustainability. The success and sustainability of a project therefore relied on different factors
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such as coaching and training of the participants, capacity building of the team to have the
necessary skills, establishing transparency and accountability measures and ensuring consistent
involvement of the stakeholders. Ojok and Basheka (2016) noted that the aspects of
transparency and accountability were critical in public sector development projects because
there was a growing demand for good and effective governance. There was high pressure on
governments due to the growing demand for more responsiveness to the needs of interested
parties.
1.2 Statement of the Problem
The adoption of the devolved system of governance through the Kenya Constitution 2010 was
aimed at enhancing service delivery to the citizens by implementing development projects
based on the needs of each geographical region. Ngigi and Busolo (2019) observed that
devolution expected to yield benefits such as enhanced efficiency, effectiveness, transparency
and accountability of service delivery to the public. Devolution was also expected to bring
services close to the citizens.
Despite the various efforts to enhance service delivery through decentralisation of governance
in Kenya, citizens in different parts of the country including Nairobi City County continue to
struggle to access government services. For instance, county governments were allocated about
316.5 billion shillings in the 2019/2020 financial year. Maalim (2017) stated that county
governments were not implementing projects as expected despite receiving billions of shillings
from the national government. County governments were still spending more than 50 percent
of the allocated funds on recurrent expenditure at the expense of development projects. The
findings were emphasised in the Standard Newspaper report which indicated that the 47
counties spent about Ksh.172.93 billion on recurrent expenditure while only Ksh.48.45 billion
was allocated for development interventions within the first 9 months of the 2020/2021
financial year (Chepkwony, 2021).
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Ogolla and Moronge (2016) highlighted that the government invested a lot of funds in projects
but failed to yield positive results. Ogolla and Moronge noted that best practices of monitoring
and evaluation were not incorporated into development projects and hence the management
team failed to account to the stakeholders. Besides, the lack of transparency resulted in massive
misuse of resources. Similarly, Hussein and Minja (2019) observed that efficient Monitoring
and Evaluation systems provided the appropriate feedback to support the development of the
economy and facilitate policy interventions in areas that required government attention.
However, the aspect of efficient M&E system had not received the necessary attention in the
county governments.
Ogolla and Moronge (2016) highlighted aspects such as budgetary allocation, communication,
relevance of intervention and methodology of intervention. However, the scholars failed to
describe the aspect of accountability which was closely related to budgetary allocation.
Similarly, other studies such as Maalim (2017) discussed aspects such as politics that are not
directly associated with M&E practices in relation to project performance in county
governments. Even though factors such as political relations affect the different phases of a
project, they are not classified as M&E practices.
In this regard, the current study aimed to explore key practices of M&E which assist in the
successful running of development interventions in county governments with particular focus
on Nairobi City County. According to Kabede (2018), an effective and efficient M&E system
constituted factors such as skilled and competent personnel, technical support, adequate
funding, transparency and accountability. Similarly, Ngigi and Busolo (2019) noted that
efficacy in service delivery in devolved systems could be achieved through the establishment
of a framework and an enabling environment. Therefore, the current study examined key
practices of M&E team skills and capacity, M&E organisational learning, M&E transparency
and accountability and participatory decision-making.
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1.3 Objectives of the Study
1.3.1 General Objective
To find out the role of monitoring and evaluation practices in successful implementation of
development projects in Nairobi City County.
1.3.2 Specific Objectives
The specific objectives include to determine:
i. The role of the M&E team capacity and skills in implementation of growth initiatives
in Nairobi City County.
ii. The role of M&E Organisational learning in implementation of growth initiatives in
Nairobi City County.
iii. The role of M&E transparency and accountability in successful implementation of
development projects in Nairobi City County.
iv. The role of M&E participatory decision-making in execution of development initiatives
in Nairobi City County.
1.4 Research Questions
i. How can M&E team capacity and skills facilitate the success of development projects
in Nairobi City County?
ii. What roles do M&E organisational learning play in successful implementation of
development projects in Nairobi City County?
iii. How does M&E transparency and accountability influence successful implementation
of development projects in Nairobi City County?
iv. To what extend does M&E participatory decision-making contribute to the successful
implementation of development interventions in Nairobi City County?
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1.5 Significance of the Study
The study makes a substantial contribution to the discussion regarding incorporating M&E in
the public sector. The study emphasises the need to establish and sustain an M&E system as
the best approach to enhancing governance. The study comes at the appropriate time when
devolved units are struggling with a wide range of issues including corruption, inadequate or
lack of M&E skills and capacity and poor decision-making processes that affect the successful
implementation of projects in the county governments. Similarly, project managers will benefit
from the study since it will help them to comprehend the essential components and practices
of M&E. The study explores key practices of capacity building, participatory decision making,
organisational learning and accountability and transparency. The factors do not only facilitate
the establishment of a functioning M&E system but also ensure its sustainability.
1.6 Scope of the Study
The study examines the role of M&E practices in successful implementation of development
interventions in Nairobi City County. To derive the relevant findings, the study explored M&E
team capacity and skills, M&E organisational learning, M&E transparency and accountability
and participatory decision-making process in the devolved government of Nairobi City. The
study, therefore, takes into consideration government development projects under the
management of Nairobi City County. The researcher limited the geographical scope of the
study to Nairobi City County.
1.7 Limitation of the Study
The study relied on self-reporting among the officers involved in project management in
Nairobi City County. The projects at the county level were political in nature because they
were initiated to fulfil election promises. Therefore, there was a risk of project officers
providing information that was politically-correct and hence limiting the accuracy of the
findings.
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1.8 Delimitation of the Study
The research concentrated on the objectives of the study to derive the findings. Therefore,
interviews and questionnaires constituted questions that would specifically address the study
objectives. Besides, the research employed a triangulation approach which comprised different
data collection methods. Noble and Heale (2019) stated that triangulation was essential in
research to address potential limitations that could affect the validity and reliability of the study.
Therefore, different data gathering methods including questionnaires and interview schedules
facilitated the gathering of diverse information to address possible bias among the respondents.
1.9 Organisation of the Study
The research project constituted 5 main chapters. The first chapter constitutes introduction
comprising background of the research, statement of the problem, study objectives,
significance, scope and potential limitations. The second chapter constitutes analysis of the
literature regarding the specific objectives of the study. The researcher explores the key
theories and theorists who provided relevant literature. The literature review also comprises the
conceptual framework describing the relationship between variables. The third chapter
addresses the study methodology. This includes the research methods, design and sampling
methods to be employed in the study. Chapter four provides the research findings and
discussion based on previous studies while chapter five summarises the findings and
recommendations.
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CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
This chapter reviews the existing literature regarding the role of M&E practices in the success
of development intervention. The chapter explores both local, regional and global literature to
derive the findings of other scholars on the same subject. Besides, the researcher reviews the
literature with a specific focus on aspects of M&E team capacity and skills, organisational
learning, transparency and accountability, and participatory decision-making.
2.2 Theoretical Review
2.2.1 Systems Management Theory
Systems theory is a model that was proposed by Ludwig von Bertalanffy in the 1940s to explain
the functioning of systems. Von Bertalanffy argued that systems were open to and interacted
with their environments. Von Bertalanffy further suggested that systems could acquire
qualitatively new traits after interacting with their environment and hence resulting in continual
evolution (Hammond, 2019). Hammond observed that the systems theory emphasised the
relations between parts which worked together as a system. According to von Bertalanffy,
businesses, just like the human body, comprised different components that worked in harmony
for the larger system to function optimally.
The systems theory has facilitated the evolution of organisational management. In another
study, Baecker (2019) observed that employees comprised the most crucial component of a
firm. Other components essential for the successful operations in an organisation constituted
the departments, workgroups and business units. The scholar noted that managers had the duty
to assess the patterns and events in the organisation to find out the appropriate approach of
management.
8
The systems management theory aligned well with the objective on M&E team skills and
capacity in an organisation. Kithinji (2019) explored the aspect of evaluation capacity among
the non-government organisations and found that the key functions of an M&E team were
essential to successfully implement an M&E system. In this regard, the management team
should understand the specific roles and responsibilities of the individuals who form the M&E
system to realise the best results.
In relation to the systems theory, the management at Nairobi City County should understand
the roles of an M&E team capacity and skills and how they can contribute to the intervention
success. Folscher et al (2019) emphasised the need to understand the capacity and skills of
individuals in establishing a monitoring and evaluation team in projects.
2.2.2 Transformative Learning Theory
Transformative learning theory was suggested by Jack Mezirow in the year 1978. Jack
particularly focused on adult education in developing the transformative learning theory.
According to Jack, learners could adjust their thinking perspectives based on the new
information and knowledge they acquired. Jack Mezirow emphasised adult and young adult
education because grown-ups were required to adjust to new knowledge and concepts that were
different from traditional beliefs and thoughts. Therefore, Mezirow focused on the aspects of
critical reflection and critical review which helped an individual to transform from old to new
perspectives (Taylor, 2018).
Transformative learning theory plays a crucial role in an organisation since the personnel is
required to constantly learn and develop their skills for personal development and enhanced
organisational performance. Bostrom et al (2018) observed that specific conditions were to be
attained to realise transformative learning for sustainable development. For instance, the
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management of an organisation was required understand that each employee had unique beliefs
and skills that could affect how they perceived the new knowledge.
The transformative learning theory related to the objective on monitoring and evaluation
organisational learning in the current study. Organisational learning is a crucial practice that
can support development of skills and capacity and eventually facilitate the successful
implementation of projects. Similarly, the county government of Nairobi can recruit new
personnel or train the existing staff members who are in charge of project management to
effectively conduct monitoring and evaluation for successful implementation of projects.
2.2.3 Accountability Theory
Accountability theory was introduced by Tetlock, Lerner and colleagues in 1999 to
demonstrate the significance of ensuring transparency and accountability in an organisation.
The proponents argued that an individual’s need to justify their actions and behaviours to
another party resulted in one to feel a sense of accountability based on the process by which
decisions had been made. Therefore, there was a need to account for both the process of making
decisions and the final outcome (Vance, Lowry and Eggett, 2015).
Accountability is a critical factor in organisational management. Pearson and Sutherland
(2017) observed that organisations were likely to encounter challenges and eventual failure if
they did not understand and observe accountability. The authors noted that observing
accountability supported sustainability of initiatives in an organisation. Besides, accountability
created a conducive environment for generation and exchange of ideas among the personnel.
The ideas could facilitate internal growth of the team as well as the general performance of the
entire organisation.
Accountability theory aligned well with the objective on the role of transparency and
accountability in successful implementation of projects in Nairobi City County. Nairobi City
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County being a public entity has a duty to account to all the stakeholders including the
recipients of services (Ngigi and Busolo, 2019). Transparency and accountability are also
essential in the era when corruption and mismanagement of public funds has derailed the
constitutional requirement to ensure service delivery to all citizens of Kenya.
2.2.4 Stakeholder Theory
The Stakeholder Theory was proposed by Dr. F. Edward Freeman (1984). Freeman argued that
shareholders were merely one of the many parties in a firm. According to Freeman, the
stakeholder ecosystem constituted every individual or group invested and involved in, or
affected by the decisions and operations of an organisation or firm. The stakeholder ecosystem
comprised employees, consumers, vendors, government agencies, competitors, local ecology,
suppliers and others. According to the theory, the real success of an organisation depended on
its satisfaction of the stakeholders beyond those who only benefited from the profits (Freeman,
2015).
In another study, Freeman and Dmytriyev (2017) described a company’s stakeholder as anyone
who was affected by the firm and its operations. The definition contradicted an earlier argument
by Milton Friedman that the only stakeholder that a firm was to care about were the
shareholders (Clarke, 2020). The argument by Friedman was centred on shareholders because
companies were obliged to make profits to continue on positive trend of growth. However, the
argument by Friedman overlooked essential players who could be affected by the company’s
decisions or operations even if they did not derive monetary value.
The current study adopts the definition employed by Edward Freeman that a stakeholder is
anyone who is affected by or has invested in an organisation. In the context of public sector,
the stakeholders may constitute government representatives, government agencies, service
providers suppliers, the general public, environmentalists and others (Midin, Joseph &
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Mohamad, 2016). The definition coincides with the description in the literature by Miles (2017)
regarding stakeholder classification. The description fits the monitoring and evaluation context
in which an organisation is required to engage all individuals that are likely to be affected by a
decisions or interventions.
Stakeholder theory aligns well with the objective on M&E participatory decision-making in
successful implementation of development projects in Nairobi City County. Planning and
implementation of projects in Nairobi City County involves expenditure of public funds. The
projects and programmes are also expected to benefit the general public. Other stakeholders in
the programmes include development partners and government agencies. Based on the
argument by Edward Freeman, the stakeholder theory directs the team involved in project
management to serve the varying interests of the public rather than a single corporate objective
(Clarke, 2020).
2.3 Empirical Review
2.3.1 The Role of M&E Team Capacity and Skills in Successful Implementation of
Development Projects
A monitoring and evaluation team comprises staff members who perform different roles in the
project monitoring and evaluation process. However, the roles should align with different
aspects of monitoring and evaluation to provide the required capacity. The study by Mapitsa
and Khumalo (2018) associated an M&E team to the capacity to achieve efficacy and efficiency
in M&E functions. Therefore, skills of each staff member in an M&E team were essential in
the process of evaluating interventions. The skills described by the scholars ranged from data
collection and analysis to report writing, quality checks and coordination. The skills facilitated
allocation of tasks based on the position of a staff member.
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Kihuha (2018) also described technical expertise as a key M&E practice in an organisation.
Kihuha noted that technical expertise was attained in an organisation through practices such as
staff training and recruitment of skilled personnel. Training was considered crucial because it
gave the staff members the appropriate knowledge of principles, methodology and tools that
could be employed in the monitoring and evaluation processes. Similarly, Basheka and
Byamugisha (2015) noted that an M&E team could be established from within the organisation
if there existed relevant and adequate skills within the workforce. The team could also be
established through the recruitment of trained personnel with relevant experience to address
the monitoring and evaluation gaps in an organisation.
Basheka and Byamugisha (2015) further explained that collaborative working environment
was essential to facilitate the success of an M&E team. Even though each of the team member
could perform specific roles, collaboration was necessary to enable brainstorming and sharing
of ideas that could facilitate effective monitoring and evaluation process. Therefore, a
collaborative working environment was considered a crucial aspect for the successful
implementation of projects.
In another study, Gathenge (2019) emphasised the skills and abilities of employees in an
organisation. The scholar found that skills and abilities of the team members enabled them to
undertake independent monitoring and evaluation. Independence was considered a crucial
aspect of monitoring and evaluation because the project implementers were free to make
decisions without the control of other entities or parties. Feng, Murphy and Mlinac (2017)
asserted that the capacity of an evaluation team was crucial in the project management process.
Therefore, the M&E team should not only have the technical capacity but also independence
to make decisions in designing and implementing interventions.
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Mwangi et al (2015) demonstrated the significance of team skills and capacity in the study of
determinants of efficacy of M&E in CDF interventions. The scholars explored the aspect of
capacity of the team in enhancing the effectiveness of M&E activities and found that team
capacity influenced positively the efficacy of M&E in CDF projects.
2.3.2 The Role of M&E Organisational Learning in Successful Implementation of
Beauregard (2017) defined organisational learning as the process of reflecting on the
information derived from monitoring and evaluation and intentionally using it to enhance
results of an intervention. Organisational learning supports the development of the organisation
as well as individual staff members since it helps to acquire new skills and enhance efficiency
and efficacy in project implementation. Chipato (2016) found that organisational learning
supported the project management team to understand what worked and what did not work in
project design and implementation. Therefore, organisational learning helped to attain the
ultimate goal of improving performance in project management.
Chipato (2016) argued that organisational learning was a significant factor of project
management because it facilitated other components of M&E. Organisational learning
facilitated the management team to determine if the implementation process was on track to
achieve the purpose and mission of an intervention. Besides, the management team understood
if project and partner activities were helping to achieve the set objectives. Similarly,
organisational learning helped to understand if the intervention was reaching the target
community and its relevance to the beneficiaries. Therefore, organisational learning helped to
work collaboratively with other stakeholders including the community, partners and employees
in the organisation.
14
The clarity around organisational learning is an essential factor to understand how team
members can actively engage in the learning process. Beauregard (2017) observed that
adoption of organisational learning in the system included learning through questions.
According to the scholar, questions, when answered, enabled the team to enhance their
effectiveness. Learning questions could help the team to seek solutions to challenges, explore
existing assumptions, test and revise theories of change. Consequently, providing answers to
questions enhanced creativity and innovation in the team.
In another study Imran, Ilyas and Aslam (2016) found that transformative leadership could
facilitate organisational learning through training programs. Training was considered essential
in acquisition of technical skills that were necessary in the monitoring and evaluation process.
Therefore, it was necessary to put in place measures that could facilitate a culture of
organisational learning. Besides, a successful training process required clear facilitation from
the management team. Facilitation of the training involved provision of the necessary resources
and encouraging the team members to undertake the learning for their professional
development and to enhance performance of the organisation.
Organisational learning can be developed as a culture to support individual professional
development and the general performance of an organisation. INTRAC (2018) observed that
even though individuals in an organisation could be curious to learn, it could only make sense
if organisational learning was the routine culture to the entire team. The culture of learning
promoted the M&E systems to be open and honest and hence enhancing trustworthy. Besides,
the culture ensured effective communication and feedback in an organisation rather than
information flowing in one direction.
15
2.3.3 The Role of M&E Transparency and Accountability in Successful Implementation
of Development Projects
Transparency and accountability are essential factors that promote good governance. Ojok and
Basheka (2016) explored the factors that enhanced efficacy of M&E in the public sector and
found that M&E accountability played a key function in facilitating effective governance in the
local governments. Therefore, Ojok and Basheka recommended that monitoring and evaluation
should not just be a nominal compliance factor but also a tool to facilitate decision-making
processes based on data evidence. Consequently, accountability and transparency were
prioritised in the project management process resulting in improved implementation of
interventions in the public sector.
Transparency and accountability can be implemented in the utilisation of monitoring and
evaluation results. Ojok and Basheka (2016) explained that an effective monitoring and
evaluation process that incorporated practices such as transparency and accountability to the
stakeholders facilitated the success of project implementation. Transparency and accountability
supported the management team to develop project outcomes that were reliable and acceptable
among the stakeholders.
The Kenya Public Participation Bill (2019) mandated all levels of government to pursue
transparency and accountability process of public participation. Transparency and
accountability could be attained if the organisers of public participation forums adhered to legal
and accountability procedures and standards. For instance, the Kenya Constitution 2010
stipulates the guidelines to ensure accountability while engaging the public on development
aspects. The constitution of Kenya gives the right of public participation without discrimination
to the parties or individuals who may be affected by specific decisions. The constitutional
requirement mandates the county and national governments to take into consideration that ideas
16
and needs of the public when making decision as well as provide feedback after the intervention
has been implemented.
Consideration of ideas shared during public participation and provision of feedback enable the
public to keep in check the decisions of their representatives in government. Frees, van Acker
and Bouckaert (2015) emphasised the role of feedback in promoting accountability. Effective
implementation of an intervention required provision of updates of project progress and results
to the relevant stakeholders. Feedback could come from the respective stakeholders including
the customers, employees and implementation partners. Besides, frequent conversations among
the management team and the employees provided the necessary feedback that could help to
enhance the monitoring of project objectives and immediate outcomes.
2.3.4 The Role of Participatory Decision-making in Successful Implementation of
Participatory decision-making in M&E is described as the engagement of stakeholders at all
levels of project management while making crucial decisions. Participatory decision-making
is a crucial practice in monitoring and evaluation in project management. De Vente et al (2016)
noted that even though minor decisions could be made without necessarily involving other
stakeholders to a project or a programme, some challenging situations with far-reaching effects
necessitated the involvement of stakeholders. Therefore, it was necessary to consider legitimate
representation and professional facilitation of the stakeholder engagement in decision-making
processes.
In another study, Maalim (2018) noted that participatory monitoring and evaluation provided
a wide range of benefits both to the implementers of an intervention and the potential
beneficiaries. Participatory evaluation could help to address the problem of mistrust in the
project planning and implementation. Similarly, Neville and Weinthal (2016) noted that most
17
governments experienced mistrust from the general public because they were often accused of
bribery, corruption and general misappropriation of resources and hence resulting in negative
perceptions. However, de Vente et al (2016) found that an effective participatory monitoring
and evaluation process enhanced trust, learning culture and acceptability of projects and
programmes. Therefore, participatory monitoring and evaluation has the potential to enhance
relevance and sustainability of an intervention.
Even though participatory monitoring and evaluation has gained significance in project
management, it is crippled by different factors and hence affecting its effectiveness. For
instance, Hassenforder et al (2016) observed that participatory decision-making slowed down
the project implementation process because each stakeholder had varying interests and ideas
that should be included in the final decision. The challenges were likely to unfold on the ground
during phase of implementation. Therefore, team responsible for project management was
required take into consideration the framework for participatory monitoring and evaluation
process.
De Vente et al (2016) discussed some of the key factors to consider in stakeholder involvement
in the process of making decisions to navigate the potential challenges that could prevent
successful implementation of projects. One key factor that was found to be crucial in the
participatory decision making was the process of selecting participants into the engagement
forums. The selection process was required to be both professional and free of bias. Besides,
the facilitation of stakeholder engagement was required to take into consideration all ideas and
opinions that the participants shared with the management team. Failure to emphasise
professionalism during stakeholder engagement could inhibit equal sharing of ideas among the
participants in the decision-making process. An organisation could realise the benefits of
stakeholder involvement if the necessary guidelines were used in the selection, facilitation and
involvement of the key parties to a project.
18
2.4 Summary of Literature and Research Gaps
The review has demonstrated the significance of M&E practices in the intervention success.
The review has highlighted that monitoring and evaluation is increasingly being integrated into
the management processes to enhance the performance and success of interventions in the
public sector. However, establishing efficacy in M&E systems requires the management team
to consider the key practices that can facilitate the successful initiation, implementation and
sustainability of projects. The literature review has demonstrated that crucial practices that can
support the successful implementation of development projects comprise ensuring an M&E
team that possess the relevant skills to implement interventions and supporting their capacity;
establishing an M&E culture of learning in an organisation; facilitating transparency and
accountability; and engagement of stakeholders in the process of making key decisions.
Some of the previous studies have highlighted the influence or role of M&E practices in the
project performance. However, the studies (Kihuha, 2018; Maalim, 2017; and Ojok & Basheka,
2016) fail to provide relationships among key aspects such as how transparency and
accountability supports budgetary allocation as an M&E practice. The studies also do not
provide sufficient evidence to support the role of continuous training in establishing a culture
of learning as an M&E practice in the organisation. Even though Wambua (2019) examined
how M&E practices influenced intervention performance, the findings were limited to
education projects. There is, therefore, a need to comprehensively study the role of practices
of M&E in successful implementation of development projects and derive the findings that can
be generalised in both county and national government projects.
Table 2.1: Knowledge Gaps addressed in the Study

Author Objectives of the Study Findings of the Research Gap
(year) Study
Kihuha Kihuha (2018) examined how The study found The study fails to show the
(2018) the planning process; low-level analysis of role of continuous training
19
technical expertise of M&E stakeholders and the and adopting a culture of
teams; stakeholder consideration of learning in organisations
involvement; and community feedback for the project
management participation in interventions. implementers to embrace
affected the performance of Besides, key practices such as
projects implemented by management teams stakeholder analysis.
UNEP and GEF. demonstrated low The study does not
level of support and highlight the aspects of
commitment towards transparency and
implementation of accountability which can
interventions. facilitate the commitment
Planning processes of management teams
and technical towards project
expertise contributed implementation.
significantly to
project performance.
Maalim Maalim (2017) sought to There was a positive The study fails to
(2017) investigate how factors such relationship between demonstrate that aspects of
as participation of factors of study and transparency and
stakeholders, building the the intervention accountability are essential
capacity of staff, allocating performance in in budgetary allocation.
budget affected the county governments Besides, the study does not
performance of interventions (Maalim, 2017). show the significance of
in governments using the case Besides, the scholar professional selection and
of Mombasa County. The found that politics facilitation of stakeholder
study also examined how affected the participation process.
politics played a role in association of M&E
moderating the association practices and
between M&E practices and intervention
intervention performance. performance
(Maalim, 2017).
Ojok and Ojok and Basheka (2016) According to Ojok The study failed to provide
Basheka examined how factors such as and Basheka (2016), a direct association
(2016) accountability, decisions of M&E accountability, between M&E
management teams and decisions of the transparency and
management and the accountability to the
20
organisation learning affected culture of learning delivery of services in local
the governance processes. contribute to governments. As a result,
realisation of good the study recommended for
governance. establishment of M&E
accountability structure as a
component that could
facilitate compliance.
Wambua Wambua (2019) investigated Wambua (2019) The study emphasises
(2019) the effect of M&E training, found that M&E M&E team training to gain
stakeholder involvement, training and skills. However, the study
planning and baseline surveys stakeholder overlooks key aspects of
on performance of social and involvement had a capacity including
economic interventions. profound effect on availability of resources to
the performance of facilitate the training of
social and economic M&E team. The study does
interventions. not demonstrate how the
findings can be replicated
in other public sector
projects.
21
2.5 Conceptual Framework
M&E team skills and capacity
 Skills of the team

 Qualifications
 Collaboration in the team
M&E Organizational Learning
 Team training
 Culture of learning
Successful Implementation
 Facilitation of learning
of projects
 Timely completion
M&E Transparency and  Efficiency in costs
Accountability  Acceptability of the
project
 Utilization of evaluation
results
 Legal and policy
compliance
 Acceptable accountability
standards and procedures
Participatory Decision-making
 Stakeholder selection
 Stakeholder facilitation
 Stakeholder involvement
 Stakeholder feedback
Figure 2.1: Conceptual Framework
22
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
The methodology describes the design, target population, sampling design, data collection,
validity and reliability of the instruments used in the research and the research ethical
considerations.
3.2 Research Design
The researcher used a descriptive research design in examining the role of M&E practices in
running of development interventions in Nairobi City County. Siedlecki (2020) defined
descriptive research as a design that outlines the population characteristics under the study. To
report this, the researcher explored the practices of M&E team capacity and skills,
organisational learning, transparency and accountability and participatory decision-making.
The descriptive research design was relevant because it helped to obtain both quantitative and
qualitative data and information regarding the topic. According to Siedlecki (2020), a
descriptive research design is effective in analysis of non-quantifiable factors. This implies that
the design is appropriate for qualitative data that is largely dependent on perspectives and
opinions of the respondents.
3.3 Target Population
Asiamah, Mensah and Oteng-Abayie (2017) defined target population as the group of people
or objects that a study considers to investigate regarding a specific behaviour or phenomenon.
The unit of analysis in this study was 105 interventions under the implementation of Nairobi
City County (2022). The projects could be classified into Works, Consultancy and Goods. The
unit of observation, on the other hand, comprised 85 members of county assembly, 170
members of the public (two members from each ward office), 17 project officers and 7 M&E
officers.
23
Table 3.1: Target Population
Category Target
MCAs 85
Members of Public 170
Project officers 17
M&E officers 7
Total 279
3.4 Sampling Design
Sampling design is the approach employed in a study to select research participants from the
target population (Etikan and Bala, 2017). The researcher applied the stratified sampling
technique to select the participants. Stratified sampling was appropriate for the research
because it gave equal chance to all individuals in the strata (Etikan & Bala, 2017). Therefore,
the technique helped to address the possibility of bias in selection of participants and hence
improving aspects of validity and reliability of findings.
The target population was small based on the criteria suggested by Chen, Cairns and Kleinow
(2017). The authors note that a population of less than 5,000 individuals is small in research
and hence likely to result in accuracy errors. Therefore, the authors recommended the use of
hypergeometric formula to derive a sample size in small populations. The sampling formula is
as shown below:
𝑁𝑍2 𝑝𝑞
n= 2
𝐸 (𝑁−1)+𝑍 2 𝑝𝑞
Where:
n - sample size
24
N - population size
p and q - population proportions.
Z - the level of confidence. The confidence level was set at 95% with a z-score of 1.96.
E - accuracy of the sample proportions
279∗ 1.962 ∗ 0.5∗0.5

Therefore, the sample size is, n =
0.052 (279−1)+1.962 ∗0.5∗0.5
n = 162
Table 3.2: Sample Distribution
Category Target Sample size

MCAs 85 85
*162 = 49
279
Members of Public 170 170

*162 = 99
279
Project officers 17 17
*162 = 10
279
M&E officers 7 7
*162 = 4
279
Total 279 162
25
Table 3.3: Variables and their Measurement
Variables Indicator Measure Scale Type of Analysis
Team Capacity -Number and -Recruitment qualifications of Nominal & Descriptive
and Skills Qualification M&E personnel Ordinal
level -Recruitment experience of
project evaluators
-Extent to which evaluators
receive clear roles and
responsibilities on projects.
-Frequency of team meetings to
develop workplans.
Organisational -Organisational -Frequency of attending training Ordinal Descriptive
Learning learning records and workshops
-Facilitation of a learning culture
Transparency -Documented -Provision of feedback on Nominal & Descriptive
and transparency project progress and results Ordinal
accountability and -Utilisation of evaluation results
accountability in the policy formulation and
reports implementation.
-Existence of legal and policy
compliance documents
-Degree of adherence to
accountability standards
Participatory -Documented -Stakeholder prioritisation in Nominal & Descriptive
decision-making stakeholder decision-making. to participate Ordinal
process reports. in decision-making
-Meeting -Facilitation of decision-making
reports process.
considered as -Frequency of engaging
milestones stakeholders in decision-making
Successful Timely project Timely project completion. Ordinal
Implementation completion Enhanced efficiency of costs.
of projects Project cost Improved project acceptability
efficiency.
Acceptability
of the projects.
26
Source: Researcher (2021)
3.5 Data Collection
3.5.1 Data Collection Instruments
The process of gathering data constituted a mixed-method approach. The study focused on both
quantitative and qualitative data. Parvaiz, Mufti and Wahab (2016) noted that mixed method
research was crucial to address the limitations associated with the respective tools of data
collection. Therefore, the quantitative data constituted questionnaires which were presented to
the respondents to fill and submit back to the researcher. The questionnaires comprised
structured questions to obtain data and information from the respondents. The researcher
applied a combination of open and closed-ended questions to gather data. The open-ended
questions were essential to obtain insights and opinions from the respondents. The closed-
ended questions, on the other hand, helped to quantify specific variables of study (Etikan &
Bala, 2017).
Besides, key informant interviews helped to obtain information and insights from the M&E
officers in Nairobi City County. According to Etikan and Bala (2017), interviews were
important in research because they helped to obtain deeper insights regarding a specific subject.
3.5.2 Validity of the Research Instruments
Validity involved the accuracy of a measure in research (Mohajan, 2017). Therefore, validity
was established and demonstrated when an instrument of research performed what it was
designed for. The validity of the research instruments was attained through expert assessment.
Mohajan (2017) noted that experts provided a precise definition of the domain of the content
in relation to the selected instruments. In this regard, the instruments were availed to the project
supervisor for assessment to validate its appropriateness in the current study.
27
3.5.3 Reliability of the Research Instruments
Reliability describes the consistency of a measure (Mohajan, 2017). Therefore, reliability test
was necessary to ensure the instruments of research measured what they were designed for.
The researcher utilised Cronbach’s alpha coefficient to determine the instrument reliability.
Singh (2017) wrote that a coefficient of at least 70 percent indicated reliable instruments of
research.
3.6 Data Collection Procedure
The researcher informed the target population about the aim of the study then proceed to sample
the participants. Sensitization of the target population helped to address limitations such as
suspicion and mistrust among the respondents. Letters of introduction were sent to the
respondents before administration of questionnaires and interviews. The researcher and study
assistants delivered questionnaires to study participants and then submitted later to the
researcher.
3.7 Data Analysis and Presentation
The researcher undertook data cleaning, coding and entry in preparation for analysis.
Preparation of data was crucial to eliminate errors that could affect accuracy of the output
(Spickard, 2016). SPSS and Microsoft Excel were used in analysing the quantitative data.
Thematic analysis, on the other hand, facilitated assessment of the qualitative data obtained
from the research. The output of analysis was presented in tables and charts.
The researcher applied a regression analysis to examine the relationship between the variables.
According to Curtis, Comiskey and Dempsey (2016), establishing correlation among variables
was crucial because it helped to derive deeper concepts beyond the description of the data. The
following model was used in the analysis process.
Y = α + 𝛽1 𝑋1 + 𝛽2 𝑋2 + 𝛽3 𝑋3 + 𝛽4 𝑋4 + Ɛ
28
Where:
Y = Successful implementation of development projects
α = constant term
𝛽𝑖 = Beta Coefficient
𝑋1 = M&E Team Capacity and Skills
𝑋2 = Organisational learning frequency
𝑋3 = Frequency of feedback and utilisation of evaluation results
𝑋4 = Degree and frequency of participatory decision-making
Ɛ = error term
Correlation coefficients were essential to show the degree and direction of relationships in a
regression model (Curtis, Comiskey and Dempsey, 2016).
3.8 Ethical Considerations
Brittain et al (2020) emphasised the significance of ethical considerations to attain study
validity and reliability. The researcher in the current study observed the legal and ethical
considerations of a study. The researcher sought the full consent of the study participants prior
to administration of the questionnaires and interviews. The researcher also protected the
privacy and confidentiality of the respondents and information shared respectively.
Responding to the study was voluntary and hence no individual or party was forced to
participate in the research.
29
CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSIONS
4.1 Introduction
This section presents the results and discussion of the study on the role of M&E practices on
the implementation of development projects in Nairobi City County. The researcher examined
both descriptive and inferential statistics of the data.
4.2 Response Rate
The researcher aimed to interview 162 respondents in Nairobi City County to derive the data
for analysis and discussion. However, 150 individuals responded to the questionnaire
representing a response rate of 92.6 percent.
Table 4.1: Response rate
Category Sample size Response Response rate

(Percent)
MCAs 49 46 91.8
Members of Public 99 91 91.9
Project officers 10 10 100
M&E officers 4 3 75
Total 162 150 92.6
Saleh and Bista (2017) wrote that response rates are affected by factors such as the willingness
of the study participants to respond to a survey. The researcher was expected to employ
strategies that could ensure a high response rate to mitigate issues of bias and inaccuracy in
sampling. Fosnacht et al. (2017) in another study wrote that a response rate of higher than 70
percent was appropriate to derive reliable findings from research. Therefore, a response rate of
92.6 percent in this research is sufficient for data analysis and discussion.
30
4.3 Descriptive Statistics
4.3.1 Demographic Characteristics
The statistics constitute study participants from the representatives of Nairobi residents as well
as the project managers in different wards. The gender representation indicated that 64 percent
and 36 percent of the respondents were males and females respectively.
In regards to the age brackets, the majority (44 percent) of the participants were aged 26-35.
The least represented age category constituted participants aged 46-55 years. Awiti and Scott
(2016) in their study of youth in Kenya wrote that a person was classified as a youth if they
were aged 18-35 years. Therefore, the output of the study revealed that most participants
comprised the youth population category. The findings were consistent with the study by
Keeter et al. (2017) who found that the youth category was more responsive to online surveys
than their older counterparts.
The study further examined the highest education level achieved by the study participants.
More than 80 percent of the respondents reported having attained college/university education
while 19 percent possessed postgraduate degrees. Only 7 percent of the respondents reported
possessing a secondary school certificate. The high level of education could be attributed to
the responses from individuals who were working in different positions and organisations
including Members of the County Assembly, project managers, project evaluation officers, risk
analysts and project auditors.
Besides, the researcher examined the respondents’ duration of service in their current positions.
56 percent of the study participants reported having served in their current positions for 5-10
years while 33 percent indicated that they have served for less than 5 years. Only 11 percent of
the study participants had served in their positions for more than 10 years as of the time of the
survey. The most frequent duration of service, particularly among project officers in Nairobi
31
City County was less than 10 years. According to Shimengah (2018) leadership in county
governments was largely affected by 5-year political transitions. Therefore, crucial roles
including project management were dependent on the political leadership of the county
government. A change in leadership either after 5- or 10-years results in changes in political
officers.
Table 4.2: Demographic Characteristics
Demographic factor Percentage
Gender Female 36
Male 64
25 and below 14
26-35 years 44
Age bracket
36-45 years 36
46-55 years 6
Highest level of Secondary Certificate 7
education College / University 81
Postgraduate 12
Duration of service in Less than 5 years 33
current position 5-10 years 56
Over 10 years 11
4.4 Monitoring and Evaluation Practices
This section provides the results of practices of M&E employed in the research which included
M&E team capacity and skills, organisational learning, transparency and accountability and
participatory decision-making.
4.4.1 Role of M&E team capacity and skills
The capacity and skills of a team are essential in efficacy of M&E roles in an organisation.
Mapitsa and Khumalo (2018) emphasised the need for appropriate capacity and skills in an
organisation to facilitate effective and efficient M&E system. Similarly, Tengan, Aigbavboa
and Thwala (2018) described personnel skills as essential determinants of an M&E system.
32
Therefore, the current study sought to examine the capacity of project officers in Nairobi City
County to conduct M&E roles effectively and efficiently.
The study found that 57 percent of the project officers who responded to the questionnaire had
a professional experience of 5-10 years in project management roles. 20 percent of the study
participants, on the other hand, at least 10 years of experience in project management roles.
The most frequently mentioned project management roles constituted evaluation, risk
assessment, auditing and coordination. Similarly, all the 3 M&E officers who responded to the
interview stated that they had served for more than 5 years in their positions.
Even though most project officers reported more than 5 years of professional experience in
project management roles, they provided contrary information to the recruitment of skilled
personnel in M&E roles in Nairobi City County. 43 percent of the project officers disagreed to
the assertion that the management team in the county prioritised the recruitment of skilled
personnel to carry out M&E functions. Mero (2019) used the case of non-government
organisations in Tanzania to demonstrate the significance of skilled personnel in enhancing
M&E systems. Nditiye (2020), in another study, argued that skilled personnel was a priority
factor in establishing a functional M&E system that could in turn influence the success of
interventions. Therefore, the study recommended the recruitment of personnel based on skill
merit rather than other discriminatory approaches.
4.4.2 Role of M&E Organisational Learning
Organisational learning is an essential practice that can facilitate the improvement of M&E
systems in an organisation. Chipato (2016) demonstrated that organisational learning helped
the management team to understand what worked and what did not work in project design and
implementation. The significance of organisational learning necessitated the need to determine
if the Nairobi City County government had embraced the culture of learning in the M&E unit.
33
47 percent of the project officers agreed to the statement that project staff in the county
government were trained to equip them with the appropriate M&E skills. The training involved
attending conferences that equipped the staff with M&E skills. Similarly, the M&E officers
who responded to the study acknowledged that adequate learning opportunities were available
in the county to acquire knowledge and skills on project evaluation.
Even though 47 percent of the project officers acknowledged that the county governments
equipped them with M&E skills, the majority (71 percent) still felt the culture of constant
learning was average in their respective workplaces. Only 29 percent stated that the culture of
constant learning at the workplace was excellent. The output is provided in figure 4.1.
Figure 4.1: The culture of constant learning at the workplace
Carvalho et al. (2019) argued that the culture of constant learning was necessary for
organisations to establish operational excellence and develop the capacity to deal with a
dynamic environment where challenges always emerged. Similarly, Ojok and Basheka (2016)
found that M&E organisational learning was a crucial component that enhanced the
effectiveness of the public sector through the promotion of good governance in project
management. The scholars argued that project management in the public sector demanded
constant learning of M&E skills to enhance accountability, decision-making process and other
34
key practices. Woodhill (2019) also wrote that a culture of constant learning would facilitate
the acquisition of key M&E skills such as communication, statistical and analytical skills and
managerial skills and hence facilitating the effectiveness of project implementation. The
findings demonstrate the significance of M&E organisational learning in enhancing the success
of development projects in the context of Nairobi City County. The county can realise the
success of interventions if the management embraces and establishes the culture of learning at
the workplace.
4.4.3 The role of M&E transparency and accountability
Transparency and accountability are essential practices because they ensure the M&E process
is not just a compliance factor but a tool to facilitate decision-making processes that are
founded on facts and evidence (Ojok & Basheka, 2016). The Kenya Public Participation Bill
(2019) also mandates all levels of government to ensure transparency and accountability
through practices such as organising public participation forums on crucial projects and
programmes. M&E transparency and accountability are determined by various factors
including availing evaluation results for public scrutiny, provision of feedback, adherence to
legal and policy guidelines and integration of the evaluation results in policy formulation and
project management (Frees, van Acker and Bouckaert, 2015). Therefore, the researcher
examined the different factors that could constitute M&E transparency and accountability in
Nairobi City County.
The study explored the accessibility of evaluation results for the county government projects.
83 percent of the respondents stated that they had no access to the Nairobi City County
government’s evaluation results. As a result, the majority (48.3 percent) of the study
respondents reported that they were not aware if evaluation results were used in policy
formulation at the county government level. The output is indicated in figure 4.2 below.
35
Figure 4.2: Have access to evaluation results of Nairobi City County projects
The study further examined if feedback from the public was captured and considered in all the
phases of project implementation in Nairobi City County. According to Davis (2017), the
perceptions of stakeholders about the success of a project were based on practices such as
consideration and the use of feedback to enhance processes. Besides, the stakeholders
perceived an intervention as transparent and accountable if they saw their opinions and
feedback being considered in the implementation phase. The M&E officers who responded to
the survey highlighted that stakeholder assessment and involvement was a key component of
M&E functions in county interventions. The practices were particularly important to meet the
requirements of the National Monitoring and Evaluation Policy which demands adequate
involvement of stakeholders to ensure transparency and accountability in implementation of
development interventions.
On the contrary, a majority (38 percent) of the members of the public disagreed with the
statement that feedback from the public was captured and considered in all the phases of project
implementation in Nairobi City County. Similarly, 34 percent of the respondents were not sure
if feedback from the public was considered in project intervention. The results indicated
negative perceptions from the intervention beneficiaries because only 10 percent agreed to the
36
assertion that stakeholder feedback was considered and used in the conducting development
interventions in the county.
Figure 4.3: Feedback from the public is captured and considered in all the phases of project
implementation
The results were consistent with the findings by Kanyamuna, Kotze and Phiri (2019) who
observed that M&E systems in Africa were the early stages which hindered the sharing of
evaluation results with key stakeholders. The study further acknowledged that stakeholders
failed in their positions because they did not demand M&E information whether internally or
externally. The scholars described the failure to avail and demand important information in
project management as a critical gap in the African transformational development agenda.
Therefore, the players in project management should cherish and pursue the culture of sharing
results with the relevant stakeholders who can facilitate the transformational agenda in
development projects.
4.4.4 Role of M&E participatory decision-making
Closely related to transparency and accountability is the practice of facilitating participatory
decision-making in the implementation of development projects. De Vente et al (2016) wrote
that engagement of stakeholders was necessary and especially in projects and programmes that
37
affected the interests of different parties including the beneficiaries. Maalim (2018) also stated
that participatory decision-making helped to enhance the acceptability of interventions among
the beneficiaries and hence their successful implementation. Therefore, the researcher sought
to understand factors such as awareness of project phases in Nairobi City County, stakeholder
mapping and engagement in the implementation of development interventions.
Anthopoulos et al. (2016) observed that successful implementation and sustainability of
projects were dependent on key factors such as the involvement of stakeholders, effective
planning and management. Therefore, the stakeholders’ awareness of project phases is a crucial
determinant of their involvement in planning and implementation. The majority, (66 percent)
of the participants were aware of the different phases of Nairobi City County projects in their
respective wards. The output is as shown in figure 4.4.
Figure 4.4: Awareness of phase(s) of Nairobi City County projects in your ward
Even though most of the respondents were aware of the different phases of development
projects in Nairobi City County, the majority (38 percent) disagreed with the statement that
adequate stakeholder assessment was conducted before the project commencement to ensure
38
all parties were engaged in the M&E process. Similarly, the majority (41 percent) of the
participants held contrary perspective to the statement that the public was fully involved in the
planning and implementation of Nairobi City County projects. The findings are as indicated in
table 4.3.
Table 4.3: Stakeholder involvement

Adequate stakeholder assessment The public is fully involved in
is conducted prior to project planning and implementation of
commencement. Nairobi City County projects.
Strongly 0% 14%
Disagree
Disagree 38% 41%
Neutral 31% 17%
Agree 31% 10%
Strongly Agree 0% 17%
The findings revealed that there was inadequate involvement of the stakeholders in planning
and running of development interventions in Nairobi City County. However, according to
Kanyamuna, Kotze and Phiri (2019), stakeholders have to demand their engagement in
interventions that affect them. Structures such as the Kenya Public Participation Bill (2019)
could be in place to facilitate the engagement of stakeholders in development interventions but
the affected parties also have to demand both their involvement and feedback in all phases of
project management.
4.5 Inferential Statistics
4.5.1 Relationship between M&E practices and successful implementation of projects
The researcher conducted the normality test for the dependent variable before running the
regression analysis. The normality tests used for the study included the Kolmogorov-Smirnov
and the Shapiro-Wilk tests. The normality test results are as shown in table 4.4 below:
39
Table 4.4: Normality tests
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Successful implementation .228 137 .09 .914 137 .071
& completion of projects
Both tests produced significance values greater than 0.05. D’Agostino (2017) observed that a
p-value of less than 0.05 in Kolmogorov-Smirnov and Shapiro-Wilk tests implied the
variable(s) followed a normal distribution. Therefore, the researcher concluded that the data
followed a normal distribution.
Table 4.5: ANOVA Results
df SS MS F Significance F
Regression 4 42.51934 10.62983 37.49961 0.001
Residual 132 37.4174 0.283465
Total 136 79.93674
According to Stockemer, Stockemer and Glaeser (2019), a Significance F<0.05 implies a
statistically significant relationship between the variables. Therefore, the ANOVA results
(p=0.001) revealed a significant relationship between M&E practices and the success of
interventions in Nairobi City County.
The regression results, on the other hand, indicated that all factors including M&E capacity
and skills; organisational learning; participatory decision making; and transparency and
accountability were positively correlated with the successful implementation of development
projects.
Table 4.6: Regression Results
Standard
Coefficients Error t-Stat P-value
Intercept 0.350422 0.212195 1.651413 0.010818
40
Team capacity & skills 0.256083 0.149176 1.140455 0.255977
Organizational learning 0.13936 0.05944 0.66215 0.048925
Transparency & accountability 0.461986 0.063202 7.309711 0.0001
Participatory decision-making 0.27453 0.073991 3.710313 0.000294
The regression results in table 4.6 above show the coefficients and p-values of a model that can
be used to make inferences of the population based on the sample regarding the factors that
influence implementation of development projects. Lundberg and Lee (2017) wrote that the p-
value for each independent variable helps to determine whether there is a correlation between
the respective factor with the dependent variable. Therefore, the goal is to test the hypothesis
that there is no correlation between the predictors and the target variable. The study further
provided the threshold for rejecting or failing to reject the null hypothesis on variable
correlation. If the p-value for the respective independent variable is less than the significance
level, then the sample data provides sufficient evidence to reject the null hypothesis (Lundberg
and Lee, 2017).
Similarly, this study uses a significance level of 5 percent (0.05) to determine the statistical
significance in correlation between the dependent and independent variables. The regression
output in table 4.6 reveals that all independent variables except team capacity and skills for
M&E have a p-value of less than 0.05. Therefore, the researcher concludes that factors of
organisational learning, transparency & accountability, and participatory decision-making are
statistically significant in predicting the success of interventions. The factor of team capacity
and skills, on the other hand, is not statistically significant because it has a p-value greater than
the level of significance (0.05). Lundberg and Lee (2017) indicated that enhancing the precision
of the regression model requires a focus on variables that are statistically significant. The
findings imply that the variables to include in the regression model are organisational learning,
41
transparency & accountability, and participatory decision-making. The model is as indicated
below.
y = 0.3504 + 0.1394𝑋2+ 0.4620𝑋3+ 0.2745𝑋4
Where 𝑋2 = organisational learning, 𝑋3 = transparency & accountability, and 𝑋4 =

participatory decision-making.
The results imply that enhancement of organisational learning in an organisation improves the
rate of project completion by 13 percent while each initiative to improve transparency and
accountability results in 46 percent increase in the rate of successful project implementation
and completion. Similarly, implementation of participatory decision-making strategies results
in improved implementation and completion of projects by a rate of 27 percent.
42
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This chapter provides a summary of the findings on the role of M&E practices on
implementation of development projects in Nairobi City County. The chapter further provides
the recommendations developed from the study findings.
5.2 Summary of the Study
5.2.1 Demographic Information
The study attained a response rate of 89.3 percent which was sufficient to derive valid and
reliable findings. The majority (64 percent) of the participants comprised males while females
constituted 36 percent of the study participants. Majority, (44 percent) of the study participants
were aged 26-35 years. The study further found that more than 80 percent of the respondents
had attained college or university education level.
5.2.2 Role of M&E team capacity and skills in the implementation of development
projects in Nairobi City County
The study found that 57 percent of the project officers in Nairobi City County had a
professional experience of more than 5 years in the project management roles. However, the
project officers noted that the county government failed to prioritise the recruitment of skilled
personnel to carry out M&E functions. The finding highlighted a major limitation as discussed
in the study by Nditiye (2020) who noted that skilled personnel was necessary to establish a
functional M8E system.
5.2.3 Role of M&E organisational learning in implementation of development projects in
Nairobi City County
The study found that the county government of Nairobi City had prioritised equipping the staff
with the relevant M&E skills which could enhance the implementation of development
43
projects. The project officers noted that the county government facilitated learning
opportunities such as training and conferences on M&E concepts and skills. However, 71
percent of the project officers noted that the culture of learning had not been embraced in their
workplaces. The study by Chipato (2016) emphasised the significance of establishing a culture
of learning in an organisation in a dynamic world characterised by ever-changing challenges.
The findings implied that even though the county government was facilitating staff training to
acquire and nurture M&E skills, it was necessary to develop the culture of learning in the
workforce.
5.2.4 Role of M&E transparency and accountability in the implementation of
development projects in Nairobi City County
The study considered transparency and accountability as important M&E practices that could
facilitate the effective implementation of projects in Nairobi City County. The Even though
previous literature highlighted the significance of transparency and accountability in project
management, the current study found critical gaps in availing evaluation results and
consideration of public feedback in project implementation. More than 80 percent of the
respondents reported a lack of access to evaluation results for projects implemented by the
county government of Nairobi. Besides, 38 percent of the respondents noted that the project
management team did not use feedback from the public in the implementation of development
projects. However, according to Kanyamuna, Kotze and Phiri (2019), project stakeholders
including the beneficiaries were not proactive in demanding evaluation results and
consideration of their ideas in project management.
5.2.5 Role of M&E participatory decision-making in implementation of development
projects in Nairobi City County
The study found that participatory decision-making was a crucial practice that could help to
realise transparency and accountability in running development interventions in Nairobi City
44
County. . Even though more than 60 percent of the respondents in the current study were aware
of the different phases of projects implemented in Nairobi City County, the majority (38
percent) argued that there was no adequate assessment of stakeholders in the planning phase
before the initiation of development interventions. Besides, 41 percent of the respondents noted
that public involvement was inadequate in the planning and implementation of Nairobi City
County projects.
5.3 Conclusion
The study concludes that M&E practices have not been embraced and implemented adequately
in the implementation of interventions in Nairobi City County. The capacity and skills of the
personnel can help to enhance the effectiveness of implementing development projects.
However, the recruitment of personnel in M&E roles is not entirely based on merit. Besides,
the county government of Nairobi has prioritised training of personnel to develop and nurture
M&E skills even though the culture of learning has not been embraced at the various
workplaces. The study also notes that accountability and transparency have not been attained
in the county government because stakeholders lack access to evaluation results. The study
further observes that participatory decision-making has not been achieved adequately.
5.4 Recommendations
This study has demonstrated that qualified and experienced project officers are managing the
M&E roles in Nairobi City County. However, according to the responses from the project
officers, management teams in the county government do not entirely prioritise the recruitment
of skilled personnel to carry out M&E functions. The findings emphasise the need to focus on
the recruitment of skilled personnel to enhance effectiveness and efficiency in M&E functions.
Closely related is the need to establish and nurture the culture of organisational learning. This
study has indicated that the county government of Nairobi City County facilitates training of
45
the staff to equip them with appropriate M&E skills. Even though the county government of
Nairobi City prioritises continuous training, more initiatives should be implemented to
motivate the staff to engage in the learning process. Therefore, the management teams should
communicate and seek the feedback of staff members on the training programs to realise
positive outcomes.
Besides, implementation of development projects requires adherence to transparency and
accountability. However, in the case of Nairobi City County, most respondents lacked access
to evaluation results which limited the factor of transparency and accountability. The findings
imply that the county government of Nairobi City should prioritise availing evaluation results
and reports to the stakeholders. Besides, the county government should focus on using the
evaluation results in the policy formulation processes.
Participatory decision-making forms the final aspect that can facilitate the success of
interventions. The findings indicated that stakeholder assessment was not adequately
conducted before project commencement. There is therefore a significant need to assess and
map out all the key stakeholders who have interests or can be affected by the implementation
of projects in the county.
5.5 Suggestions for Further Study
Future studies should consider other M&E practices that could not be covered in this research
including budgeting, planning and dissemination plan. A study on additional M&E practices
will support the development of comprehensive strategies to enhance the efficacy of
development projects in organisations. Besides, future studies should examine the correlation
between M&E human capacity & skills and the success of projects using larger data sample.
46
47
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APPENDICES
Appendix I: Questionnaire
SELF-INTRODUCTION LETTER AND RESEARCH QUESTIONNAIRE
Abdallah Khaoya Sumba
School of Business
Kenyatta University
Dear Respondent
I am a student at Kenyatta University undertaking a Master Degree in Project Monitoring and

Evaluation. As a requirement for successful completion of the programme, I am expected to
conduct research in the role of Monitoring and Evaluation practices in successful
implementation of development projects in Nairobi City County. I therefore request for your
kind assistance in responding to the questionnaire herewith attached. Any information shared
will be treated with utmost confidentiality and will be used exclusively for the purpose of this
research.
I look forward to your response.
Yours faithfully,
Abdallah Sumba
ADM NO. D56/CTY/PT/37068/2016
58
Section A: Demographic Characteristics of Respondents
1. Please select your gender
Female ()
Male ()
2. Please select your age bracket
25 and below ()
26 – 35 years ()
36 – 45 years ()
46 – 55 years ()
Above 55 years ()
3. What is your highest level of education qualification?
Primary ()
Secondary ()
College / University ( )
Postgraduate ()
4. Please select duration of continuous service in your current position
Less than 5 years ( )
5 – 10 years ()
Over 10 years ()
59
Section B: Variable Information
A. Members of County Assembly/ Members of the Public
1. Are you aware of the phase(s) of Nairobi City County projects in your ward?
Yes ()
No ()
2. If Yes, how often have you been involved in the different stages of Nairobi City
County projects?
Never ()
Sometimes ( )
Always ()
3. Do you have access to evaluation results of the Nairobi City County projects?
Yes ()
No ()
4. Do you use evaluation results in policy formulation at the county level? Please
explain
………………………………………………………………………………………………
…………………………………………………………………………………….
5. How do you agree with the following statements?
Strongly Disagree Neutral Agree Strongly

Disagree Agree
Stakeholder assessment is sufficiently
conducted prior to project
commencement to ensure all the
60
stakeholders are involved in the
monitoring and evaluation process.
The public is fully involved in
planning and implementation of
Nairobi City County projects.
Feedback from the public is captured
and considered in all the phases of
project implementation.
The project officers comply with legal
and policy standards in the
monitoring and evaluation practice.
Evaluation results are integrated in
policy formulation at the county level.

Project Success
Disagree Agree
Nairobi City County Projects attain
the objectives and goals in the
county.
Nairobi City County Projects are
completed on schedule and on
budget.
generally accepted by the public.
61
B. Project Management Officers
1. Please explain your role in Nairobi City County projects
………………………………………………………………………………………………
………………………………………………………………………………………………
2. What is your professional experience (in years) of project monitoring and evaluation?
None ()
Less than 5 years ( )
5 – 10 years ()
Over 10 years ()
3. Does the County Government facilitate your participation in M&E training and
workshops? Please explain
………………………………………………………………………………………………
………………………………………………………………………………………………
4. How would you rank the culture of constant learning at the workplace?
Poor ()
Average ()
Excellent ( )
5. Do you have legal and policy guidelines for conducting monitoring and evaluation of
projects?
Yes ()
No ()
6. If yes, how often do you use the legal and policy compliance documents in the
monitoring and evaluation of Nairobi City County projects?
62
Never ()
Sometimes ( )
Always ()
7. Do you carry out stakeholder assessment in monitoring and evaluation of projects?

Please explain
………………………………………………………………………………………………
………………………………………………………………………………………………
8. If yes, how do you capture and consider stakeholder feedback in the monitoring and
evaluation process?
………………………………………………………………………………………………
………………………………………………………………………………………………
9. How often do you conduct team meetings to develop workplans for monitoring and
evaluation of Nairobi City County projects?
Never ()
Sometimes ()
Every time ()

Disagree Agree
Project staff in the county government
are trained to equip them with the
appropriate M&E skills.
63
The management team prioritizes
recruitment of skilled personnel to
carry out the M&E functions.
Evaluation results are integrated in
policy formulation at the county level.
completed on schedule and on budget.
64
Appendix II: Key Informant Interview Schedule
M&E Officers
1. Please state your gender
2. What is your highest level of education qualification?
3. How long have you served in your current position?
4. What is your opinion about the assessment and involvement of stakeholders in project
monitoring and evaluation in the county?
5. Please explain the extend of team capacity and learning/training in implementation of
M&E roles in the county?
6. What process is involved in integration of evaluation results in the project policy in
the county?
7. Does the county government use the National Monitoring and Evaluation Policy?
Please explain
8. How would you describe the success of project implementation and completion in
Nairobi City County?
65
Appendix III: Research Authorization
66
Appendix IV: Letter from NACOSTI
NATIONAL COMMISSION FOR SCIENCE,

TECHNOLOGY & INNOVATION
Ref No: 438052 Date of Issue: 15/April/2022
RESEARCH LICENSE
This is to Certify that Mr. Abdalla Khaoya Sumba of Kenyatta University, has been licensed to conduct research in Nairobi on the
topic: ROLE OF MONITORING AND EVALUATION PRACTICES IN IMPLEMENTATION OF DEVELOPMENT OF
PROJECTS IN NAIROBI COUNTY, KENYA for the period ending: 15/April/2023.
License No: NACOSTI/P/22/18434
438052
Applicant Identification Number Director General

NATIONAL COMMISSION FOR
SCIENCE, TECHNOLOGY
& INNOVATION
Verification QR Code
NOTE: This is a computer-generated License. To verify the authenticity of this document,

Scan the QR Code using QR scanner application.
67
Appendix V: List of Projects
REPUBLIC OF KENYA
State Department of Housing and Urban Development
NAMSIP MONTHLY PROGRESS REPORT AS AT March, 2019
Number INTERVENTION MEASURE STATUS ( %)

WORKS
Improvement of Commuter Rail No. or % Increase in ridership to the Githurai-98% and
Stations- Githurai and Dandora commuter railway system due to Dandora Station- 96%
W091
Stations improvement
Improvement of Commuter Rail No. or % Increase in ridership to the 94

Stations- Kikuyu and Kahawa commuter railway system due to
W090
Stations improvement

W051 Stations- Ruiru Station commuter railway system due to
improvement

W092 Station – Mwiki Station commuter railway system due to
improvement

W093 Station – Donholm Station commuter railway system due to
improvement

Station – Pipeline Station and commuter railway system due to
W094
Embakasi Village improvement

W095 Station –Athi River Station commuter railway system due to
improvement
Strategic IUWM Demonstrative -Volume of water stored in water 6%

Projects Lot 1 – Rehabilitation of reservoirs
W043 Nairobi City park & Lenana school
Urban Agriculture Pilot project -No. of acres under irrigation
W044 Strategic IUWM Demonstrative -No. of storage tanks installed 13

Projects Lot 2 – Roof catchment for
Kiambu District Hospital and - Volume of water stored in water
Murang’a level 5 hospital, Kiambu & reservoirs
Madaraka Urban Parks
W045 Strategic IUWM Demonstrative -No. of storage tanks installed 20
Projects Lot 3;Roof catchment and
water Pan in Kitengela and - Volume of water stored in water
Machakos reservoirs
Construction of Mitubiri sanitary Mitubiri sanitary Landfill constructed Peter Bundi

W083
Landfill
Construction of Kitengela Railways 2.1 Km Eng. Gitau

Station Access Road in Kajiado 2.1 KM NMT
County 4.2Km drainage
Construction of Kikuyu Station 0.24Km Eng. Gitau

Underpass
Construction of Tala Township Roads 0.995Km Eng. Gitau
68
Supply, Installation, Testing and No. of ICT turnstiles, barriers and Eng. Gitau
Commissioning of ICT turnstiles, ticketing system installed
barriers & ticketing/fare collection
system for KRC Commuter LOT 1
Railway Stations
Supply, Installation, Testing and No. of structured cabling, Public Eng. Gitau
Commissioning of Structured Address System, CCTV and Access
Cabling, Public Address System, Control Systems installed
CCTV and Access Control Systems
for Commuter Railways Stations LOT
2
Preparation of integrated strategic No. of urban centres with Integrated Plan A. Mugo
urban development plans for Muranga strategic development plans
40
and Kiambu. completed
Consultancy Service for Plans, Plans, designs and infrastructure Plan. A Mugo
Designs and Infrastructure Provision
for SGR Embakasi railway station
Including Syokimau , Inland
Container Depot and Adjoining
Areas.
Preparation of integrated strategic No. of urban centers with Integrated Plan A. Mugo
urban development plans for 12 strategic development plans
24 towns in clusters of 4 within the completed
NMR
Implementation of physical address Physical address system developed Peter Muriithi

system for Nairobi
25
Implementation of physical address Physical address system developed Peter Muriithi

35 system for Kiambu, Thika and
Machakos towns.
Preparation of integrated action plan 13 No. Of urban centres with Plan A. Mugo
for the Konza-Kenol-Kangudo-Tala – Integrated strategic development
Komarock –Ruai (Eastern by pass). plans completed i.e Konza, Kenol,
Kangundo, Tala, Komarock, Ruai,
37
Mitaboni, Kiima Kimwe, Kimutwa,
Muumbuni, Township, Muvuti and
Nguluni
Consultancy on Redevelopment of Report on 14 Estates of Plan. A. Mugo

Nairobi Eastlands Makongeni, Majengo, Maringo,
Lumumba, Uhuru, Bondeni and
39
Gorofani, Shauri moyo, Kaloleni,
Bahati, Mbotela and Jerusalem
redevelopment.
Consultancy on GIS based Mass -Soft copy data base of Draft Peter Gota
Valuation System for Nairobi City valuation Roll submitted
26
County -Approval of draft valuation Roll
format awaiting
Consultancy Services to assist the Report Peter Bundi.
Nairobi City County in developing
and implementing a 3 “R” and
Intermediate Treatment Plan, through
53
promotion of Waste Reduction,
Recovery of Resources, Reuse,
Recycling and Intermediate
Treatment
Consultancy Services for Preparation Report Plan. A. Mugo Eng.
of Urban Plans, Urban Designs, Gitau /
Economic/Finance and
47 Eng Mucemi
implementation study for
redevelopment of the Nairobi Central
Railway Station and its Surroundings
69
Conduct environmental and social Environmental and social impact P. Bundi

41/64 impact assessment for NaMSIP assessment report for NaMSIP
projects. projects.
Solid waste management in Kibera Reports Peter Bundi
55
Development of a framework for the No. of ISWM framework Peter Bundi
46 establishment of a Solid Waste adopted/Reports
Authority in selected counties
Preparation of feasibility studies, No. of ISWM framework adopted P. Bundi
plans, final designs and bidding
4 P. Bundi
documents for integrated solid waste
management
Consultancy services for supervision Report Eng. Gitau

of Construction of Kangundo Road –
Kenol, Kenol – Koma & Katumani –
Mombasa Road and Rehabilitation of
Kenol – Machakos Town – Katumani
Link Road.
Consultancies for preparation of Report Plan. Mwaura
feasibility studies, designs and
28 bidding documents for Juja,
Kiambu, Ongata Rongai and Ruiru
markets
Preparation of Revenue Enhancement Report E. Wamugunda

studies for Machakos ,Kiambu,
Murang’a and Kajiado
21
Consultancy Services for Design None Eng. Ochieng’

54 Review and Supervision of Sewage
System in Juja & Thika
Consultancy services for design Report Eng. Gitau
30 review and supervision of Nairobi
Storm Drainage
Purchase of fire fighting equipment 7 7.No Fire Engines-10,000 litres 35
G003
No -10,000lts (Foam Tender)
Supply and deliver of flush water - Flush water supply unit 50
supply unit and 2 No Backhoe for -2 No Backhoe
Nairobi City County
NAMSIP COMPLETED PROJECTS
P/No. PROGRAMME/PROJECT INDICATOR/TARGET COMPLETION CHAMPION

STATUS IN %
WORKS
Rehabilitation of Kenol Hospital -1.783km Bitumen road 100 Eng. Njenga
W077 Road - Muranga County -1.708km NMT
-1.56Km drainage
Rehabilitation and improvement -2.464 KM of Bitumen road 100 Eng. Gitau
W009 of Ruiru Hospital road -2.4Km NMT
-3.2KM drainage length
Access Road to Kikuyu Railway -2.678Km Bitumen road 100 Eng. Gitau
Station constructed
W007 -2.678Km NMT
-3.4Km drainage length
Rehabilitation of Outfall drain -2.479Km Bitumen road 100 Eng. Gitau
and drainage infrastructure in -4Km NMT
W018 Manyani Estate Roads -5.671KM drainage
length(Rehabilitation)
Construction of access road -5.5Km Bitumen road 100 Eng. Gitau
leading to Imara Daima Railway -7.9Km NMT
W012 Station -8.4KM drainage length
70
STATUS IN %
Construction of Selected Roads -1.81 km Bitumen road 100 Eng. Gitau
in Kangundo Township -1.8Km NMT
W076 -2.3Km drainage length
Construction of access Road to -1.636Km of Bitumen road 100 Eng. Kinyua

Thika Railway Station -1.4KmNMT
W085 -2.34KM drainage length
Rehabilitation and Improvement -0.7KM of Bitumen road 100 Eng. Gitau

of Quarry Road in Mlolongo constructed and a Box culvert.
W073 -1.4Km drainage length
Construction of the Ngong Bus 1No. bus terminus constructed 100 Eng. Njenga
Terminus
W064
Rehabilitation of 2No. Fire 2No. Fire stations along Tom 100 Eng. Mbaabu
stations along Tom Mboya Mboya Street and Enterprise Road
W046 Street and Enterprise Road in rehabilitated
Nairobi City County
Construction of Ruiru sewerage -Volume of sewerage being 100 Eng. Gitau
works (56Km trunk sewer and treated
W001
treatment plants) -1604 Household sewer
connections done
Construction of modern Bus Modern Bus Park in Kitengela 100 Eng. Kinyua
Park in Kitengela Town Town constructed
W066
Rehabilitation of 2No. Fire 2 No. Fire stations repaired 100 Eng. Mbaabu
stations along Tom Mboya
Street and Enterprise Road
Consultancy Services on Reports 100 Eng. Mbaabu
Disaster Response and
6
preparedness in the Metro
Region
Interdisciplinary land use and Report 100 Plan.
2 transport metropolitan analysis Mutua/Eng
with the NMR. Gitau
Consultancy in (IUWM) for Reports 100 Eng. Kamau
NMR
20
Consultancy for design for Reports 100 Eng. Kamau

Storm water and drainage in
Nairobi City
W079
Consultancy Services for Reports 100 Eng. Gitau

Preparation of Feasibility
Studies, Detailed Designs and
Tender Documentation for
effecting alternative traffic
Management in Thika, Kiambu,
23
Athi River, Ongata Rongai and
Kitengela towns
Consultancy for design for Storm Report 100

1. water and drainage in Nairobi
City
71
STATUS IN %
Preparation of feasibility studies, Report 100
final designs and bidding
documents for security/street
lighting for selected 13 urban
centres within the NMR
2.
Feasibility studies, designs and Report 100

tender documentation for non-
motorized transport (NMT) in
Area 1 (Nairobi, Tala-Kagundo,
Juja, Thika, Ruiru, Kiambu and
Karuri)
52
Feasibility studies, designs and Report 100

tender documentation for non-
motorized transport (NMT) Area
2 (Limuru, Kikuyu, Mavoko,
Kitengela, Ngong and Ongata
Rongai)
34
GIS and ICT needs assessment in GIS and ICT needs assessment 100
Nairobi Metropolitan report for 5 Counties within
Development and 5 Counties NMR
within NMR
26
Preparation of feasibility studies, Construction of Mitubiri land fill 100

plans, final designs and bidding Bid documents
documents for integrated solid
waste management.
Consultancy Services on No. of Sewerage treatment 100

Identification, Design and facility put into operation/
Supervision of Rehabilitation rehabilitated
Works at the Limuru Sewerage
Treatment Plant
33
72
STATUS IN %
Implementation of Communications Strategy for -100
Communications Strategy for Nairobi Metropolitan Service
Nairobi Metropolitan Service Improvement Project
Improvement Project (NaMSIP)
16
Procurement of Operational No. of Operational Vehicles for 100 Eng. Mbaabu

G013 Vehicles for the counties the counties
3. No. Water Browsers 3. No. Water Browsers 100 Eng. Mbaabu

G006
Purchase of fire fighting 7 No 5,000lts 100 Eng. Mbaabu

G003 equipment 7 No 5,000lts
Purchase of Exhauster Trucks -2No. Exhauster Trucks for 100 Eng. Mbaabu
G008 for Kikuyu and Kiambaa Kikuyu and Kiamba
73

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MONITORING AND EVALUATION PRACTICES AND IMPLEMENTATION OF

DEVELOPMENT PROJECTS IN NAIROBI CITY COUNTY, KENYA

Abdallah Khaoya Sumba

ADM NO. D56/CTY/PT/37068/2016

RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF BUSINESS,

ECONOMICS AND TOURISM IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTER OF PROJECT

MONITORING AND EVALUATION KENYATTA UNIVERSITY

Signature: ……...................... Date: ……………………………….

Signature: ……………………………… Date: ………………………...

Senior Lecturer, Management Science Department

School of Business, Economics and Tourism

having agreed to lead me through the research process.

I am forever thankful to God for his protection and grace.

Table 3.1: Target Population ............................................................................................... 24

Figure 2.1: Conceptual Framework ..................................................................................... 22

Organisational Learning – refers to the development, retention and transfer of knowledge

Participatory Decision-making – Engagement of individuals who have interest or can be

Transparency and accountability – ensuring availability of information to measure

CDF Constituency Development Fund

MCAs Members of County Assembly.

M&E Monitoring and Evaluation

OECD Organisation for Economic Co-operation and Development

SPSS Statistical Package for Social Sciences

1.1 Background of the Study

Initiation and implementation of development interventions is a crucial mechanism of service

citizens emphasised the definition of development projects which constituted construction,

development or infrastructure interventions to support the socioeconomic and political

wellbeing of people (Henttonen, Ojanen & Puumalainen, 2016).

government or non-government organisations. However, Albert, Balve and Spang (2017)

the ultimate goal in the assessment of intervention success.

projects in the devolved systems.

coaching and training of project participants to support the implementation process in an

1.2 Statement of the Problem

aimed at enhancing service delivery to the citizens by implementing development projects

devolution expected to yield benefits such as enhanced efficiency, effectiveness, transparency

services close to the citizens.

financial year (Chepkwony, 2021).

relevance of intervention and methodology of intervention. However, the scholars failed to

directly associated with M&E practices in relation to project performance in county

project, they are not classified as M&E practices.

successful running of development interventions in county governments with particular focus

and accountability and participatory decision-making.

1.3.1 General Objective

development projects in Nairobi City County.

1.3.2 Specific Objectives

The specific objectives include to determine:

in Nairobi City County.

ii. The role of M&E Organisational learning in implementation of growth initiatives in

Nairobi City County.

iii. The role of M&E transparency and accountability in successful implementation of

development projects in Nairobi City County.

iv. The role of M&E participatory decision-making in execution of development initiatives

in Nairobi City County.

1.4 Research Questions

in Nairobi City County?

ii. What roles do M&E organisational learning play in successful implementation of

development projects in Nairobi City County?

of development projects in Nairobi City County?

implementation of development interventions in Nairobi City County?

1.6 Scope of the Study

study to Nairobi City County.

1.7 Limitation of the Study