Abstract: This study examined the contribution of stakeholders’ needs identification to the performance of high school kitchen construction projects in Kirehe District, Rwanda, with a focus on timeliness, cost efficiency, and construction quality. A mixed-methods cross-sectional design was adopted, incorporating quantitative data from structured questionnaires administered to project managers, contractors, school representatives, and qualitative insights from key informant interviews. Quantitative data were analysed using correlation and regression techniques, with significance set at p < 0.01. Findings revealed strong positive correlations between stakeholder management dimensions and project performance. Stakeholder needs identification showed the strongest association (r = 0.962), followed by communication (r = 0.950), participation (r = 0.942), and conflict management (r = 0.892). Regression results indicated that stakeholder needs identification alone explained 92.6% of the variance in project performance, highlighting its central role in ensuring successful outcomes. Schools that actively engaged stakeholders achieved higher project completion rates, improved construction quality, and greater satisfaction among stakeholders. The study concludes that effective stakeholder needs identification significantly enhances the performance of high school kitchen construction projects in Kirehe District. It is recommended that institutionalizing structured stakeholder needs identification from the planning phase, supported by clear mechanisms for capturing, communicating, and integrating stakeholder expectations to strengthen participation, trust, and overall project success.

Abstract: This study employs a quasi-experimental design to examine the influence of the school environment on pupils’ learning outcomes within the Unlock Literacy Program in Handeni District. Data from 200 pupil respondents were collected through surveys and key informant interviews with teachers. The analysis utilized STATA 17 software for descriptive statistics to assess educational infrastructure and resources and ordinal regression to evaluate the school environment’s impact on pupil learning outcomes. The findings indicate significant disparities in access to infrastructure and resources between treatment and control groups. Treatment schools had superior access to toilet facilities, classroom conditions, books, and libraries, with 37.5% having good classroom environments and similar percentages reflecting adequate book and library access. In contrast, control schools exhibited deficiencies, with 50% reporting inadequate books and 37.5% lacking library facilities. Ordinal regression revealed that factors like teacher encouragement, peer interaction, homework management, borrowing books, and engaging in fun activities significantly improved learning outcomes when integrated into a structured program. Conversely, the absence of such support led to less effective or negative impacts on pupils’ learning. Based on these findings, the study recommends adopting structured educational programs integrating supportive activities like teacher encouragement and peer interactions to enhance learning. Emphasizing positive teacher-pupil relationships through targeted training, improving access to essential resources, and regularly evaluating educational programs are crucial for fostering effective educational environments and improving pupil success.