Community Driven Development Approach (CDDA) and educational infrastructure in Eastern Recovery Peoject, Irumu Territory Democratic Republic of Congo
| dc.contributor.author | Machozi, Dhego Francine | |
| dc.date.accessioned | 2019-11-23T11:38:39Z | |
| dc.date.available | 2019-11-23T11:38:39Z | |
| dc.date.issued | 2018-06 | |
| dc.description | A thesis submitted to the College Of Humanities And Social Sciences in partial fulfillment of the requirements for the award of the degree of Master of Arts in Project Planning and Management of Kampala International University | en_US |
| dc.description.abstract | The study aimed at assessing the effect of community driven development approach on educational infrastructure in Irurnu Territory, DR. Congo. Its objectives included: i) to examine community empowerment effect on educational infrastructure in Irumu Territory — DRC: ii) to analyse the effect of accountability on educational infrastructure in Irumu Territory-DRC: and iii) to establish the effect of capacity development on educational infrastructure in Irumu territory -DRC. The study adopted descriptive survey design with qualitative and quantitative approaches. The target population was 3000 and participants included beneficiaries and project ‘staff. Questionnaires and interview guide questions were used to collect primary data. The data was analyzed using frequency and percentage tables, and regression analysis was used to examine the effects of Community Driven Development Approach on Educational Infrastructure in Irumu Territory. The study revealed that community empowerment significantly affected educational infrastructure. Furthermore, the study revealed that accountability significantly affected educational infrastructure. Lastly, the study revealed that capacity development significantly affected educational infrastructure. The study concluded that community driven development approach was important in providing educational infrastructure because of the significant roles it played. The study made the following recommendations: the project leaders should emphatically mobilize the local communities to bring resources towards project execution; the project leaders and funders should encourage community participation in decision making in educational infrastructure project; the local communities should be empowered to hold their project leaders accountable; the project leaders should be transparent in all their dealings in project activities; and the project funders and partners should encourage training of the local communities in different project phases and activities so as to involve them in all project aspects. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/4369 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, Masters of Arts in Project Planning and Management | en_US |
| dc.subject | Community Driven Development Approach (CDDA) | en_US |
| dc.subject | Educational infrastructure | en_US |
| dc.subject | Eastern Recovery Peoject | en_US |
| dc.subject | Irumu Territory Democratic Republic of Congo | en_US |
| dc.title | Community Driven Development Approach (CDDA) and educational infrastructure in Eastern Recovery Peoject, Irumu Territory Democratic Republic of Congo | en_US |
| dc.type | Thesis | en_US |