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This study investigated the effect of project monitoring and evaluation (M&E) practices on the performance of the Capacity Development for ICT in Education (CADIE) project in Gicumbi District, Rwanda. The study specifically attempted to examine the effect of M&E planning, M&E tools, M&E digitization, and M&E budget on performance of the CADIE project in Gicumbi District, Rwanda. It was guided by the Technology Acceptance Theory, Results-Based Management (RBM) Theory, and Capacity Development Theory. A descriptive research design combining both quantitative and qualitative approaches was employed. The target population consisted of 268 stakeholders, Using Yamane’s formula, a sample of 160 respondents was drawn using stratified and simple random sampling techniques to ensure fair representation. Data was collected through questionnaires, semi-structured interviews, and documentary reviews. Quantitative data were analyzed using SPSS version 23 through descriptive and inferential statistics, while qualitative data were analyzed thematically. Descriptive statistics revealed that respondents generally agreed that M&E practices positively influenced project performance. The regression model showed R = 0.809 and R² = 0.655, indicating that 65.5% of the variation in project performance was explained by M&E planning, M&E tools, M&E digitalization, and M&E budgeting. The study concluded that effective monitoring and evaluation practices were vital for the successful performance of ICT-based education projects. A structured M&E plan provided clear direction, digitalization improved real-time monitoring and reporting, and proper budgeting ensured accountability and efficient resource utilization.

Evaluation systems are slowly making inroads in South African municipalities, particularly in the metros, yet their effective utilisation remains uneven across service delivery programmes. This study investigates the barriers affecting the uptake of evaluation in implementing the Indigent Programme Exit Strategy within the City of Tshwane (CoT) Metropolitan Municipality. Despite the strategic intent of the exit strategy to reduce long-term dependency and promote self-sufficiency among beneficiaries, the study finds that evaluation evidence is rarely used to inform decisions related to the strategy's design, implementation, or review. Instead, reliance is placed on administrative reporting and compliance-driven monitoring data, which limits learning, adaptation, and accountability. Using a qualitative case study approach grounded in institutional and systems theory, the study draws on semi-structured interviews and document analysis to identify key barriers, including weak political incentives for evaluation use, limited integration of evaluation processes into decision-making cycles, and inadequate feedback loops between evaluators, implementers, and policymakers. The findings underscore that the challenge is not the absence of M&E systems but rather the underutilisation of evaluation evidence to inform programmatic change. The article concludes by offering context-sensitive recommendations for enhancing evaluation uptake within municipal exit strategies and related interventions, contributing broader lessons for strengthening evidence use in local governance.

Effective implementation of education projects is crucial for sustainable development, yet many initiatives in developing regions like Musanze District, Rwanda, face challenges due to inadequate monitoring and evaluation (M&E) practices. This study had the following specific objectives; To assess the influence of M&E planning, M&E budget, M&E capacity building and, M&E data utilization on implementation of education projects in Musanze District. The study was grounded on Evidence-Based Practice (EBP) Theory. The study used descriptive survey and correlational research designs. Questionnaires, interviews, and document analysis were used to collect data from a sample of 156 respondents out of a target population of 658, including school head teachers and teachers. The pilot study with 16 respondents who represent 10% of the sample size was used to enhance the validity and reliability of the research. Validity was confirmed through expert evaluation, with index of 0.80 while Reliability established using the split-half technique achieving a Cronbach’s alpha coefficient of 0.80, demonstrating the instruments' consistency and appropriateness for data collection.  The four hypotheses were tested at the ? = 0.05 level of significance, and the results were as follows: M&E Planning (P = 0.000 < 0.05), M&E Budgeting (P = 0.000 < 0.05), M&E Capacity Building (P = 0.000 < 0.05) and M&E Data Utilization (P=0.000<0.05) does not significantly influence the implementation of education projects were rejected. In conclusion, the study found that all four practices of Monitoring and Evaluation (M&E) M&E Planning, M&E Budgeting, M&E Capacity Building, and M&E Data Utilization have a significant influence on the implementation of education projects. The study recommends that to improve education projects in Rwanda, stakeholders should prioritize comprehensive M&E planning processes with clear objectives and stakeholder participation. Transparent budgeting with robust accountability systems, as well as active community engagement throughout project stages, M&E capacity-building initiatives through regular training sessions and workshops, ensure efficient resource utilization with transparent allocation frameworks. The investigation of the long-term effects of Monitoring and Assessment capacity-building on project sustainability should also be followed by further researchers on the regional differences in implementation effectiveness and on the effects of digital tools and data analytics in promoting high-quality practices in M&E for better outcomes.