Performance Contracting Practices In Tertiary Institutions. A Case Of Teachers Training Colleges In Kenya
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Studienarbeit aus dem Jahr 2016 im Fachbereich Pädagogik - Allgemein, , Sprache: Deutsch, Abstract: Performance contracting was introduced in Kenya on 1st October, 2004, in 16 largely commercial state corporations. This would see institutions freely negotiate performance agreement with the Government every year. Regular monitoring of the implementation of the contract agreed upon has been a vital aspect for its success. The institutions provide feedback by forwarding quarterly reports and taking corrective action where necessary. In 2007, the Government of Kenya published Kenya vision 2030 as...
Studienarbeit aus dem Jahr 2016 im Fachbereich Pädagogik - Allgemein, , Sprache: Deutsch, Abstract: Performance contracting was introduced in Kenya on 1st October, 2004, in 16 largely commercial state corporations. This would see institutions freely negotiate performance agreement with the Government every year. Regular monitoring of the implementation of the contract agreed upon has been a vital aspect for its success. The institutions provide feedback by forwarding quarterly reports and taking corrective action where necessary. In 2007, the Government of Kenya published Kenya vision 2030 as its long term strategy for achieving global competitiveness and prosperity. The country also aims at linking reforms and economic growth to actual quality of life of Kenyans, increase customer satisfaction with government services and to build trust in the government. Thus, one of the foundations of the Kenya vision 2030 linked to performance contracting is an efficient, motivated and well trained public service. Service delivery in Public Primary Teachers Training colleges has not improved much in spite of the introduction of Performance contracting. That was why this study seeks to determine performance contracting practices set by employees in order to improve service delivery in their institutions. The study employed descriptive survey design. The study population comprised teacher trainees, tutors, heads of department and sections and principals of the purposively selected Colleges. Purposive sampling, simple random sampling and stratified random sampling were used to identify the sample population. A total of 429 respondents formed the sample size representing 30% of the study population. The study revealed lack of capacity building of employees regarding performance contracting, ambiguity in the process and resistance by personnel to participate in the process hindering the full success of the service delivery strategy. The results further reveal that the teaching staffs' level of knowledge of Performance Contracting was relatively high. The study recommends that the set targets be well communicated to all members of staff and teacher trainees. The student population should also be included in the setting of their own targets in Colleges for effective implementation and realization of the same. Performance contracting practices should be monitored closely by institution's body entrusted to oversee its implementation.
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