MONITORING AND EVALUATION PLANNING AND PERFORMANCE OF GLOBAL PARTNERSHIP FOR EDUCATION PROJECTS IN UGANDA

Objective: The objective of this study was to examine how Monitoring and Evaluation Planning influence performance of global partnerships for education project. Theoretical Framework: The theories that anchored the study were (i) System Theory: which explains how interconnected components within GPE projects influence overall performance. (ii) Results-Based Management Theory which emphasizes outcome driven planning and accountability. (iii) Organizational Learning Theory highlights continuous improvements through knowledge acquisition and adoption, ensuring that monitoring and evaluation ehance project effectiveness and sustainability. Method: The empirical study was conducted in Bukedea and Katakwi districts, Uganda. It employed a descriptive cross-sectional survey and correlational design, using simple random sampling and purposive sampling to select 198 respondents from 10 schools based on Krejci and Morgan (1970) data table. Pearson’s Product Moment correlation (r), simple regression and multiple regression analysis were used to generate inferential statistics. Results and Discussion: The results were; r = 0.499, R2=0.249, F (1, 69) = 22.525, p < 0.05, therefore, H0 was rejected and concluded that Monitoring and evaluation Planning has a significant influence on Performance of Global Partnership for Education projects. Work planning had the greatest impact on GPE project outcomes, according to inferential statistics, which also found that budgeting and staffing were important contributors. As a result, it was inferred that schools with better work planning would profit more than those without. There is therefore need to develop a clear understanding of M & E Planning diversity at the schools in Bukedea and Katakwi districts. The study concludes that improving the success of GPE programs in Uganda necessitates addressing all areas of monitoring and evaluation methods. Results Implication: The recommends that GPE secretariat, district authorities, and SMC members should diversify M&E planning in terms of work planning, budget planning, and staff planning. The study further recommends that since the GPE project teams should be composed of diverse employees, GPE’s professional certification standards should include an assessment of project success based on the inclusion of a policy to that effect. Originality/Value: This study provides original insights by empirically confirming the significant influence of Monitoring and Evaluation Planning on Global Partnership for Education project performance, guiding policy improvements for enhanced success.