Nexus between Monitoring and Evaluation Practices and Performance of Competency-based Curriculum Infrastructure Projects in Nairobi City County, Kenya

This study investigated the impact of Monitoring and Evaluation (M&E) practices on the performance of CBC infrastructure projects in Nairobi City County, Kenya. It specifically focused on M&E planning, baseline studies, stakeholder engagement, and performance reviews. Grounded in Stakeholder Theory, Performance Theory, and Results-Based Management Theory, the research employed a descriptive design targeting 101 CBC classroom projects executed between 2022 and 2023. Data were gathered from school principals and Sub-County Education Directors through semi-structured questionnaires and interview schedules, with a pilot study conducted in Kiambu County to validate the research instruments. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis, while qualitative data were examined thematically. The findings indicated that M&E practices have a significant impact on project performance, collectively accounting for 78.8% of the variation in outcomes. In particular, M&E planning (β1 = 0.345, p = 0.00), baseline studies (β2 = 0.226, p = 0.01), and stakeholder engagement (β3 = 0.361, p = 0.00) emerged as statistically significant predictors of enhanced cost efficiency, timeliness, and quality. However, the effect of M&E performance reviews on project performance was not significant (β4 = 0.059, p = 0.57) suggesting a limited use of feedback in decision-making processes. The study concludes that effective M&E planning, evidence-based baseline assessments, and inclusive stakeholder participation are critical determinants of successful CBC infrastructure delivery, while inadequate integration of performance review findings constrains adaptive management. It is recommended that education authorities strengthen institutional M&E frameworks, standardise planning tools, enhance capacity building, institutionalise regular baseline assessments, and improve feedback utilization systems to promote accountability, efficiency, and sustainability in public school infrastructure projects.