Abstract: This study examined the role of community participation in the identification and targeting of elderly beneficiaries under the Older Persons Cash Transfer (OPCT) programme in Konoin Sub-County, Bomet County, Kenya. Guided by Participatory Communication Theory, Principal–Agent Theory, and Empowerment Theory, the study explored how local actors, social knowledge, and inclusive processes shape targeting accuracy, legitimacy, and empowerment outcomes. A descriptive cross-sectional design employing a mixed-methods approach was adopted. Data were collected from 45 elderly beneficiaries and 15 key informants using structured questionnaires, in-depth interviews, and focus group discussions, and analyzed through descriptive statistics and thematic analysis. Findings reveal that village elders and community committees played a central role in beneficiary identification and verification, with public barazas, household visits, and community referrals serving as key participatory channels. Approximately 75% of respondents reported improved identification of the most vulnerable elderly, 69% indicated reduced exclusion errors, and 80% perceived the targeting process as fair and trustworthy. However, 24% of respondents expressed concerns regarding favoritism or exclusion, particularly affecting socially isolated or less vocal elderly persons. It is evident that while participatory targeting enhances transparency, legitimacy, and social empowerment, its effectiveness depends on the structure, oversight, and inclusivity of participatory mechanisms. The study concludes that community participation is pivotal yet inherently nuanced, requiring deliberate institutional support to ensure equitable outcomes. It recommends strengthening capacity-building for community actors, integrating local knowledge with formal verification systems, and institutionalizing monitoring and accountability in promoting inclusive participation of marginalized elderly groups for effective cash transfer programmes.

Abstract: This study explores the implementation, benefits, challenges, and sustainability of the School Feeding Programme (SFP) in Rwanda through the perspectives of key stakeholders school leaders, parents, and learners. Using a qualitative approach, data were collected from three schools across diverse settings, including urban, rural, and refugee camp contexts. The study employed in-depth interviews with school leaders and parents, and focus group discussions with learners in upper primary levels (P4–P6). Findings reveal five major themes: perceived benefits of the SFP, implementation practices and stakeholder roles, challenges in programme delivery, community participation and ownership, and sustainability with recommendations for improvement. Participants recognized the SFP’s positive impact on attendance, concentration, and performance though challenges like unstable funding, weak infrastructure, low community involvement and regional disparities limit its effectiveness. Implementation models varied depending on context, with refugee schools relying heavily on external partners, while public schools engaged parents and local communities. Community participation was identified as both a strength and a challenge, with effective parental involvement enhancing programme ownership, while weak engagement led to inequities in contributions. The study also highlighted the need for continuous capacity building for stakeholders, stronger monitoring and evaluation mechanisms, and increased government support to ensure sustainability. This research contributes to a better understanding of the contextual dynamics of the School Feeding Programme in Rwanda and provides evidence-based recommendations for policy and practice.

Abstract: This study aimed to explore headteachers’ perspectives on the implementation of school infrastructure maintenance guidelines in public primary schools within Babati District, Tanzania. Grounded in the Resource-Based Theory (RBT), which views school infrastructure as strategic resources essential for educational quality, the research examined how effective management of these resources impacts institutional performance. A mixed-methods design was employed, involving qualitative interviews with six headteachers and two School Quality Assurance Officers (SQAOs) and quantitative surveys administered to 240 students. Findings revealed persistent inadequacies in school infrastructure, including overcrowded classrooms, poor sanitation, and limited accessibility for learners with disabilities. Maintenance practices were largely reactive and constrained by insufficient and delayed funding, diminishing community participation due to misconceptions about the Free Education Policy, and a shortage of skilled artisans. Despite leveraging multi-source funding and participatory strategies such as the force account model, schools faced challenges in sustaining infrastructure quality and usability. The study concludes that while maintenance guidelines provide a valuable framework, systemic funding and capacity gaps hinder effective implementation, threatening both safety and learning outcomes. Recommendations include increasing and timely disbursement of capitation grants earmarked for maintenance, adopting preventive maintenance schedules, strengthening technical support through training of local artisans, and revitalizing community engagement via sensitization campaigns. Institutionalizing regular monitoring by the School Quality Assurance Department and promoting infrastructure accessibility through universal design principles are also advocated. Implementing these measures will enhance infrastructure sustainability and foster equitable access to quality education in Babati District.

Abstract: The study investigated community participation on the performance of one cup milk per child project in Rwanda. Specifically, the study attempted to examine the influence of project planning on the performance of One Cup Milk per Child project in Bugesera District. The study adopted a descriptive research design. This study involved 244 committee members from nine- and twelve-years basic education in 10 sectors of Bugesera district. The study employed stratified random sampling and purposive sampling techniques to select 69 respondents as sample size. The researcher collected data through questionnaires, interviews and documentation to obtain up-to-date information. The data was analyzed by using both descriptive statistics such as frequencies, percentages, mean and standard deviation and inferential statistics such as Pearson’s correlation was employed to analyze the data. From the findings, the study revealed that the community’s suggestions and input were considered, together with the available resources, while designing the One Cup Milk Per Child Programme in the Bugesera district stated that 85.3% of respondents strongly agreed and agreed. Moreover, the Pearson correlation between program planning and performance of One Cup Milk Per Child Programme was 0.917** with a p-value of 0.000, which is less than standard significance levels of 0.01. This indicates that, out of the considered other factors influencing the performance of the One Cup Milk Per Child Programme in Rwanda, only program planning has a significant and highly positive effect on the performance of the One Cup Milk Per Child Programme in Bugesera district. The research recommended that the management of the school programme for One Cup Milk Per Child should choose among the best decision alternatives that improve performance in the programmes in the district.

Abstract: Globally, community participation and sustainability of rural water supply projects has been a major concern. This paper looked at community participation and sustainability of rural water supply projects in East Africa with a focus on Uganda, Kenya and Tanzania. The following three research questions were addressed ;(1) What contribution does community participation have towards sustainability of rural water supply projects in East Africa? (2) What community participation aspects exist on sustainability of rural water supply projects in East Africa? (3) What sustainability components for rural water supply projects exist in East Africa? The paper used mixed methods combining both quantitative and qualitative approaches in data collection. The paper targeted studies undertaken in East Africa. However, literature reviewed showed only 21 articles related to the study were online. Purposive sampling was used in selecting the researchers from East African countries who collected data using Google search engine and documentary review. Data collected was analyzed using SPSS to get the frequencies, percentages and correlations. It was concluded that community participation and sustainability of rural water supply projects exists in East Africa. The study recommended that much effort should be focused on sustainability components since they are key in ensuring sustainability of rural water supply projects.