Abstract: Despite public accountability being a key governance requirement in public sector management, infrastructure projects in public secondary schools in Kenya continue to experience inefficiencies, delays, and instances of resource mismanagement, prompting the need to examine its influence on project implementation. The purpose of this paper was to investigate the influence of public accountability on the implementation of infrastructure projects in public secondary schools in Kakamega County, Kenya. The study adopted a descriptive survey research design. The target population comprised 1249 respondents, including 412 principals, 412 Board of Management chairpersons, 412 Parents Association chairpersons, and 13 Sub-County Education Officers. A sample size of 316 respondents was selected using stratified and purposive sampling techniques. Data was collected using questionnaires and interview schedules. Data was analyzed using descriptive statistics (frequencies, percentages, mean, and standard deviation) and inferential statistics (linear regression analysis). The study findings revealed that public accountability significantly influences implementation of infrastructure projects (R² = 0.310, β = 0.542, p < 0.05), indicating that improved accountability enhances project performance. Qualitative findings further confirmed that auditing, stakeholder participation, and monitoring and evaluation improve transparency and reduce resource mismanagement. Qualitative findings further indicated that monitoring systems were moderately effective but constrained by budget limitations, bureaucratic procedures, and coordination challenges among stakeholders, which contributed to delays. The study concluded that strong public accountability systems are essential for effective implementation of school infrastructure projects. The study recommended strengthening monitoring and evaluation systems, enhancing transparency in financial management, increasing stakeholder involvement, and enforcing accountability regulations to improve infrastructure project outcomes in public secondary schools.

Abstract: This study investigates the relationship between Information and Communication Technology (ICT) factors and academic performance among NTA-Level 4-5 Certificate students specializing in ICT at Arusha Technical College, Tanzania. While substantial investments have been made in ICT infrastructure across Tanzanian technical colleges, empirical evidence regarding their specific impact on student outcomes remains limited, particularly within the competency-based National Technical Award (NTA) framework. Employing a multivariate regression analysis, this research examines five key ICT dimensions: access to digital resources, frequency and type of ICT use, quality of institutional ICT support, digital literacy skills, and pedagogical integration by instructors. Data were collected through a structured questionnaire administered to 210 certificate students, combined with their actual module scores from four core ICT courses. Results from an Ordinary Least Squares (OLS) regression model indicate that pedagogical integration by instructors (𝛽 = 0.382, 𝑝 < 0.001) and student digital literacy (𝛽 = 0.291, 𝑝 < 0.01) are the strongest positive predictors of academic performance. Interestingly, frequency of non-academic ICT use showed a significant negative relationship ( 𝛽 = −0.164, 𝑝 < 0.05 ), while basic access to infrastructure was not a significant predictor when other factors were controlled. The model explains 47% of the variance in academic performance (Adjusted 𝑅 2 = 0.47). The findings suggest that for NTA-Level 4-5 certificate programs, strategic focus should shift from mere infrastructural provision toward enhancing instructional practices and developing higher-order digital competencies that align with Tanzania’s technical and vocational education objectives.

Abstract: This study aimed to investigate the effect of teacher training on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study focused on a sample of 376 respondents, including 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, selected through stratified, simple random, and purposive sampling techniques. Data were collected through questionnaires for headteachers and teachers, and interviews for Sub-County Directors of Education. The study employed both descriptive and inferential statistics, with multiple regression analysis used to test the hypotheses concerning the relationship between teacher training and inclusive education implementation. The findings revealed a significant positive influence of teacher training on inclusive education, with 45.2% of the variation in implementation explained by the training. A positive teacher attitude towards inclusive education, the use of appropriate teaching methods, and a flexible curriculum were identified as key factors contributing to effective implementation. The study further revealed that while there were challenges, such as insufficient trained teachers and limited resources, the overall perception among teachers was that training played a crucial role in supporting inclusive education. The results suggest the need for continuous in-service training and professional development to enhance the effectiveness of inclusive education in Nandi County. The study concludes that teacher training is an essential component for the successful implementation of inclusive education.