Abstract: The general objective of this study was to assess the influence of project planning practices on success of rural infrastructure projects in Rwanda. Data analysis conducted using Statistical Package for Social Sciences version 28, applying frequency counts, percentages, mean scores, and standard deviation. Pearson correlation used to examine relationships between planning variables and project success. The regression analysis shows the coefficients and significance levels for each independent variable. For Resource Planning, the regression coefficient (β) is 0.267 with a t-value of 6.512 and a Sig. of 0.000. Since the p-value is less than 0.05, Resource Planning has a significant positive influence on success of Kamonyi-Rugalika-Mugina Feeder Road Rehabilitation Project. Regarding Scope Planning, Table 5 shows a coefficient (β) of 0.192, a t-value of 4.174, and a Sig. of 0.000. With the p-value below 0.05, this variable also significantly influences project success. For Quality Control Planning, Table 5 displays the highest coefficient (β) of 0.488, a t-value of 8.873, and a Sig. of 0.000. This p-value (<0.05) signifies a highly significant influence on the dependent variable. Project Management Committee and Kamonyi District authorities should institutionalize the formulation of strict quality criteria at the pre-contract stage to ensure all contractors clearly understand the high performance expectations required.

Abstract: The general objective of the study is to assess the effect of project implementation practices on performance of Kayonza Irrigation and Integrated Watershed Management Project in Rwanda. The target population was 310 individuals of Kayonza Irrigation and Integrated Watershed Management Project in Kayonza District. To compute the sample size for this research, the Slovin’s formula used as it provides a straightforward method for determining the appropriate sample size. When applied to the provided sample, this formula yields a sample size of 175. The study used simple random sampling and it was effective as a target population in terms of the characteristics. The research relied on questionnaire, documentation technique, and interview technique. The coefficient for resource management practices is 0.504, indicating that a one-unit increase in resource management practices results in a 0.504-unit increase in project performance (β = 0.504, t = 5.818, p = 0.000). The coefficient for risk mitigation practices is 0.141, indicating that a one-unit increase in risk mitigation practices results in a 0.141-unit increase in project performance (β = 0.141, t = 1.725, p = 0.086). The coefficient for project monitoring practices is 0.163, indicating that a one-unit increase in project monitoring practices results in a 0.163-unit increase in project performance (β = 0.163, t = 2.371, p = 0.019). The study recommended that project managerial staff, field officers, local leaders, and consultants collaboratively enhance project performance by strengthening resource management, improving risk identification and establishing robust monitoring frameworks.

Abstract: The study explored the strategies teachers of English use in implementing the learner-centred approach in secondary schools. Using a case study design, qualitative data were collected from 16 teachers of English and 48 learners purposivelyselected in four well-resourced secondary schools from four districts of central Uganda. Data collection was done by using interviews and focus group discussions. Data was analyzed using thematic analysis facilitated by ATLAS.ti Version 25.Although teachers reported using a range of learner-centred strategies, implementation was often superficial characterized byover-reliance on group work. The study revealed that large class sizes limited teachers’ ability to effectively facilitate instruction and assess learners during the teaching and learning of the English language. In light of the above findings, the study recommends that MoES strengthen in-service training programs that guide teachers on how to facilitate learning and conduct continuous assessment in large classes. The Ministry of Education and Sports should collaborate with other education stakeholders to reduce teacher- learner ratios in secondary schools by recruiting more teachers of English language and increasing classroom space.

Abstract: Principals’ integration of technology in financial management activities is vital in enhancing financial performance in schools. However, in Teso South Sub-county, this was not the case, as many public secondary schools had reported financial challenges. This study sought to determine the influence of principals’ integration of technology on financial performance in public secondary schools. The diffusion innovations theory and the financial performance theory guided the study. The study employed a mixed-methodology and thus adopted a concurrent triangulation research design. The target population comprised 12 principals, 174 teachers, 204 members of the Board of Management, and 1 County Financial Auditor, totaling 391 respondents, from which a sample of 197 respondents was determined using Yamane’s Formula. This consisted of a sample of 10 principals, 126 teachers, 60 BoM members and 1 County Financial Auditor. Questionnaires were used to collect data from teachers, and interviews were conducted with principals, members of the school Board of Management, and the County Financial Auditor. Qualitative data were analyzed thematically in line with the study objectives and presented in narrative form. Quantitative data were analyzed using descriptive statistics, including frequencies, percentages and means and inferential statistics using Pearson’s Product-Moment Correlation Analysis using Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that financial performance has been a challenge due to a lack of accountability and inefficiency, partly because principals are unable to integrate technology into financial management. Thus, principals should fully implement digital financial management systems.

Abstract: Headteachers’ enforcement of infrastructure safety is vital in improving learners’ academic achievement in schools. However, in Machakos Sub-county, many learners manifested academic achievement levels that are below expectations. This study sought to examine the influence of headteachers’ enforcement of infrastructure safety on learners’ academic achievement in public primary schools. The study was guided by the infrastructure management theory and academic achievement Theory. The study adopted a mixed-methodology and applied a concurrent triangulation research design. The target population comprised 852 respondents, including 63 headteachers, 786 teachers, and 3 Curriculum Support Officers, from which a sample of 273 respondents was determined using Yamane’s Formula. This consisted of 15 headteachers, 255 teachers, and 3 CSOs. Qualitative data were analyzed thematically as per the study objectives and presented in narrative form. Quantitative data were analyzed using descriptive statistics, including frequencies and percentages, and inferential statistics using Pearson’s Product-Moment Correlation Analysis with the aid of Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that learners’ academic achievement in public primary schools has been low and on a downward trend over the last four years (2022-2025). This has been partly attributed to the headteachers’ enforcement of infrastructure safety. The study found that headteachers rarely enforce safety regulations for school infrastructure. Thus, headteachers should prioritize the strict enforcement of school infrastructure safety regulations through regular safety audits, compliance checks, and capacity-building programs for headteachers.

Eugenia Nkechi Irechukwu – Mount Kigali University, Kigali, Rwanda

Email: mirkangabe@gmail.com

Abstract: Women’s economic empowerment is a critical component of regional integration and sustainable development in Africa. This study examined The Effect of Regional Economic Integration Laws on East African Community Women’s Participation in Global Business in Kigali City, Rwanda. The study was guided by Balassa’s Theory of Economic Regional Integration, Keohane, and Nye’s Complex Interdependence Theory and adopted a descriptive cross-sectional research design. Data were collected from 120 respondents, representing a 96.7% response rate from a sample of 124 drawn from a target population of 177. Respondents included government representatives, civil society actors, women entrepreneurs, and local residents selected through stratified random sampling. Primary data were collected using a structured questionnaire that demonstrated high reliability (Cronbach’s alpha = 0.891). Descriptive findings indicated that respondents generally agreed that regional economic integration laws support women’s participation in global business (M = 3.80, SD = 0.89). Correlation analysis revealed a strong positive and statistically significant relationship between regional economic integration laws andwomen’s participation in global business (r = 0.721, p < 0.01). Multiple regression analysis further established that regional economic integration laws significantly predicted women’s participation in global business (β = 0.291, p < 0.001), after controlling for gender policy and the East African Common Market. The study concludes that favourable regional economic integration laws are significantly associated with higher levels of women’s participation in global business. However, implementation challenges and structural barriers continue to limit the realization of these benefits. The study recommends strengthening the enforcement of regional integration laws, simplifying cross-border trade procedures, and expanding legal literacy programmes for women entrepreneurs.

Khamis Nassor Salum – Department of Business & Information Technology
Institute of Public Administration, Zanzibar

Email: magesaperazia@gmail.com/ msc.khamis2017@gmail.com

Abstract: The study examined the determinant of strategic sourcing on organizational performance. An exploratory research design was employed in the study. Questionnaires were used to gather data using only a quantitative method. Both stratified and simple random techniques were used to select hundred and seventy-one (171) participants determined using Yamane formula. Quantitative data were analyzed using descriptive and multiple regression analysis with the help of SPSS. Study findings revealed that supplier negotiation was found to have no significant effect on organization performance which implies that supplier negotiation practice at TPA do not substantially influence performance outcome including attainment of fair price for the specified quality of the goods, payment terms, liability claims and delivery terms. Consequently, study findings revealed that organizational performance may be influenced more strongly by supplier relationship management and supplier selection since SRM and supplier selection show significant effect on organization performance which implies sharing of quality information between strategic sourcing partners, involvement in supplier development and capabilities. The study recommends that public sector reforms should concentrate on bolstering the institutional capacities of its employees that enable strong negotiation skills, supplier management and selection as procurement resources and government should implement policies that support transparent supplier selection processes, negotiation, strategic procurement management and long-term supplier relationship management.

Abstract: The purpose of this study was to examine the effect of procurement contract management best practices on the performance of the International Organization for Migration (IOM) in Rwanda. The study adopted descriptive and
explanatory research designs. A census approach was used whereby all 174 employees of IOM Rwanda were included in
the study. Data were collected using questionnaires and interviews and analyzed using descriptive and inferential statistics
with the aid of Statistical Package for Social Sciences (SPSS). The findings revealed that contract planning and execution
positively and significantly influenced performance, with a mean score of 4.20 and regression results of B = 0.153, p =
0.035. Contract relationship management recorded the highest mean score of 4.27 and emerged as the strongest predictor
of performance (B = 0.725, p = 0.000), indicating that trust, communication, and collaboration with contract partners
significantly improve organizational outcomes. Contract cost management also had a significant positive effect on
performance, with a mean of 4.26 and regression results of B = 0.202, p = 0.007, reflecting the importance of budgeting
and cost control. However, contract monitoring and evaluation, despite a mean of 4.20, exhibited a marginal negative
effect (B = -0.183, p = 0.050), suggesting weaknesses in feedback implementation and monitoring systems. The study
concluded that procurement contract management best practices significantly influence the performance of IOM Rwanda.
The study recommends strengthening monitoring and evaluation systems, improving feedback implementation, and
enhancing contract management practices to further improve organizational performance.

Abstract: Asynchronous instructional strategies, such as pre-recorded videos, audios, email communication, and online forums, have become increasingly prominent in education, especially since the COVID-19 pandemic. These methods align well with the learner-centered and inquiry-based philosophy of the IGCSE curriculum, yet limited empirical research exists on their influence in the Kenyan context. The purpose of the study was to examine the influence of asynchronous instructional strategies on academic performance of Grade 11 IGCSE learners in Nairobi County. A correlational research design was adopted. The study sampled 176 teachers from eight purposively selected international schools in Nairobi County. Stratified sampling was used in sample size selection. Data was collected using a structured questionnaire. Analysis of data utilized descriptive statistics such as frequencies and percentages; and inferential statistics, comprising of simple linear regression. Asynchronous instructional strategies are widely utilized, with 95.1% of teachers reporting high usage. Teachers agreed that such strategiesenhance flexibility, improve learner engagement, and contribute positively to academic performance. Regression analysis showed a statistically positive significant relationship between asynchronous strategies and learner performance (R² = 0.590,𝛽 = .186, p < 0.0001), indicating that 59.0% of the variation in performance of Grade 11 IGCSE learners could be explained by asynchronous instructional strategies. Asynchronous instructional strategies have a significant positive influence on the performance of Grade 11 IGCSE learners. The study recommends that school administrations empower teachers through training on the effective use of technology to support online instructional strategies. It also urges parents to provide learners with essential resources like mobile devices and internet access to facilitate online learning.

Abstract: Guidance and counselling services are important components of holistic education, yet limited evidence exists on their influence beyond accessibility. This study examined how guidance and counselling services influence students’ personal growth, academic success, and career readiness in secondary schools in Vihiga County, Kenya. A descriptive correlational research design was adopted. The study involved 287 Form Three students and 5 teacher-counsellors from five secondary schools. Data were collected using questionnaires, interview schedules, and observation checklists. Reliability was established through a pilot study, yielding a Cronbach’s alpha coefficient of 0.983. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. Findings showed that students generally perceived guidance and counselling services as accessible (M = 3.18, SD = 0.76). The services positively influenced personal growth (M = 3.13, SD = 0.74), while career readiness recorded the highest effectiveness rating (M = 3.21, SD = 0.72). Academic success recorded the lowest effectiveness rating (M = 2.95, SD = 0.83). Pearson correlation analysis revealed no statistically significant relationship between perceived accessibility and effectiveness (r = -0.091, p = .123). The study concludes that guidance and counselling services contribute meaningfully to students’ personal growth and career readiness but are less effective in promoting academic success. The findings suggest that programme effectiveness depends on factors beyond accessibility. The study recommends strengthening counsellor training, improving resources, enhancing awareness, and expanding academic and career support interventions.