The Influence of Monitoring and Evaluation (M&E) Information on Project Success in Teacher Colleges in Tanzania

Abstract

This article explores the influence of Monitoring and Evaluation (M&E) information on project success in teachers’ colleges in Tanzania. To attain the intended objectives five hypothesis were developed and tested by using Structural Equation Modelling (SEM). The study applied descriptive, cross-sectional and correlational survey design within the framework of a mixed methods approach. Census technique was applied to include public teacher colleges and all College Management Team (CMT) members in the study. Either, Ministerial Education Officials and Zonal Quality Assurance Officers were involved in the study as key informants. The result of hypothesis testing revealed that M&E information was positively related to project success. Availability of clear data collection system, regular conducted meeting with stakeholders, community involvement in project M&E and information to team members were all positive and significantly related to project success. It was revealed that regularly prepared and disseminated M&E reports were not significantly related to project success. The study recommends that teacher colleges should employ modern information and communication tools in collecting project data, also teacher colleges should ensure that involvement of the community adds value economically, it is gender and social responsive as well as it focuses on capacity building and improving social well-being of the entire community.