Baseline Survey in Monitoring and Evaluation and Performance of Education Projects in Refugee Camps in Turkana County, Kenya
Abstract
Baseline surveys serve as a foundational instrument in monitoring and evaluation, significantly enhancing the performance and impact of education projects in refugee camps by providing critical benchmarks for planning, implementation, and assessment. This study examined the influence of baseline surveys in monitoring and evaluation (M&E) on the performance of education projects in refugee camps in Turkana County, Kenya. Guided by international frameworks such as the Convention on the Rights of the Child, Sustainable Development Goal 4, and the 2018 Global Compact on Refugees, the research focused on education initiatives implemented by Windle International Kenya in partnership with the United Nations High Commissioner for Refugees (UNHCR). A census approach was employed, targeting a study population of 141 education stakeholders: 7 principals, 5 head teachers, 72 Board of Management members, 5 M&E officers, 1 County Quality Assurance and Standards Officer (QASO), 1 Sub-County QASO, 15 education officers, 15 project coordinators, 15 finance officers, and 5 program managers. These education stakeholders were selected due to their central roles in the planning, execution, and oversight of education projects, ensuring that the study captured informed perspectives on the influence of baseline surveys within the project context. Data were collected through structured questionnaires and key informant interviews and analysed using descriptive and inferential statistics, including correlation and regression analysis. Qualitative findings from interviews further contextualised the quantitative results. The results indicate a positive and statistically significant relationship between the use of baseline surveys in M&E and the performance of education projects in refugee camps (r = 0.680, p < 0.05; β = 0.172, p = 0.020). Respondents reported that comprehensive baseline surveys contribute to setting project targets, tracking progress, guiding resource allocation, and enhancing stakeholder engagement. Thematic analysis of qualitative responses highlighted the importance of financial support, community sensitisation, and improved security as key factors for project success and teacher retention. The study concludes that baseline surveys are integral to effective M&E, serving as benchmarks for planning, resource allocation, and project evaluation, ultimately improving educational outcomes for refugees. This research recommends that education project implementers prioritise baseline survey practices, ensure stakeholder involvement, invest in staff training, and integrate baseline surveys within standard M&E frameworks to enhance the project's success and performance in refugee settings.
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