Availability and Utilization of the Mechanisms for Monitoring and Evaluating Continuing Professional Development in Kenya: A Case of Middle Level Health Training Institutions

Abstract

In Kenya, middle level health training institutions (MLHTIs) produce the bulk of health workers at continuing professional development (CPD) training level. However, information on whether monitoring and evaluation (M&E) mechanisms for CPD training are available and utilised at MLHTIs in Kenya is scarce and may not be relied on to develop appropriate M&E systems. The main objective of this study was to determine the availability and utilisation of the mechanisms for monitoring and evaluating CPD training among public, private and faith-based MLHTIs in Kenya. The study was guided by two hypotheses: there are no significant differences in the availability of M&E mechanisms for CPD training among institutions in the three categories (public, faith-based , private); and, there are no significant differences in the utilisation of M&E mechanisms for CPD training among institutions in the three categories. The respondents were 375 tutors from public, faith-based and private MLHTIs , selected using a mix of sampling techniques: stratified , purposive, proportionate to size and simple random. Data collection was conducted using a questionnaire, key formant interviews, and desk review. Data collection was conducted using a questionnaire, key informant reviews, and desk review. Quantitative data was analysed using Statistical Package for Social Sciences (SPSS), while data from desk review was analysed through a process of data reduction, organization and interpretation. Pearson's chi-square test was used to determine the significant differences (p<O.O 1) in availability and utilisation ofM&E mechanisms, among institutions in the three categories. The study found out that there were significant differences in the availability ofM&E guidelines (X 2 = 13.921, df=2, p=.OOl); questionnaire (X 2 = 20. 326, df=2, p = .OO); and end of course evaluation form CX2=24.222, df=2, p=.OO). There were also significant differences in the utilisation of the end of course evaluation form CX2=24.542, df = 2, p=.OO). The study concludes that there are significant differences in the availability and utilisation of the M&E mechanisms for CPD training at MLHTIs in Kenya. Capacity build i ng for tutors at MLHTIs in the area of monitoring and evaluation of CPD was recommend.