Prospects And Challenges Facing The Devolved System Of Government In The Provision Of Early Childhood Education In Bomet Central Sub-County – Kenya (original) (raw)
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The purpose of this study was to examine the influence of the county government on service provision in Early Childhood development Education Centres in Elgeyo Marakwet County: Keiyo South Sub-County Kenya. To achieve this study sought to establish the extent to which devolution has enhanced availability of instructional materials in ECDE centres and to examine the influence of devolved government on infrastructural development. The study used an exploratory descriptive survey design. The entire Sub-County has 136 public ECDE centers thus the population comprised of 1 DICECE Program Officer, 136 head teachers and 408 ECDE teachers. The sample size population was 151respondents. The sample size comprised of 1 DICECE Program Officer, 14 Head teachers, and 136 ECDE1 parent representatives. Data was collected using questionnaires and analyzed using both descriptive and inferential statistical method. Data collected was both quantitative and qualitative. Descriptive statistics was used to analyze the quantitative data obtained. Qualitative data was analyzed by arranging the responses thematically in line with the objectives of the study. Based on the study findings it was noted that sub-county government of Keiyo South has not provided adequate instructional material, though the Sub-county government has provided funds which have been used in classroom construction of ECDE centres, however little has been done in providing teachers with teaching materials as well as equipping and developing new libraries. It was also noted that the Sub-county has not provided enough funds to procure text books and outdoor play materials in the centres. Based on the findings it was recommended that the county government and TSC should provide proper housing, providing medical allowances and ensure that the school working conditions is safe. There is also need for all stakeholders to contribute financially and materially in the provision of instructional materials and resources as well as infrastructural development in Keiyo Sub-County. Based on the results of the study it is suggested that a comparative study be done between the role of the central government and the county government on provision of service in ECDE centres.
Journal of Education and Practice, 2014
The study looked at the assessment of the Early Childhood Development capitation grant on ECDE centres in Narok south Sub County. The main objective of this study was to assess the impact of capitation grant on ECD in the centres under study. The basis of the study was on a conceptual framework on the objectives of ECDE curriculum in Kenya and how the capitation grant fund enhanced the achievement of the holistic development. Descriptive survey design was used. Qualitative and quantitative data collection techniques were combined and used. The instruments used were questionnaires, observation checklist and structured interview. Purposive sampling was used in the selection of the population where 50 respondents from 20 ECDE centres were selected for the study. The data that was analyzed was presented in tabular and graphical form. The researcher established that the ECD capitation grant has led to an increase in the enrollment of learners in ECDE centers, there was adequacy of the teaching and learning materials and this in turn has enhanced learning despite the fact that the grant was considered inadequate. The community should be sensitized on the ECDE capitation grant so that it is not mistaken with Free Primary Education (FPE). Consequently, parents will offer support and demand for accountability from the administration. The government should employ early childhood development (ECD) teachers as a motivation to ensure efficiency in their delivery. The study will be of significance to the Ministry of Education and the development of ECD in Narok Sub-county. The management committee of the ECDE capitation grant will solicit for more funds to improve on the teaching and learning environment. The ministry of education will get assistance on how the funds have been utilized and improve the running of the ECDE capitation funds.
The purpose of the study was to investigate the effect of Early Childhood Development (ECD) teacher training on learning process in classrooms in Kanyarkwat Zone, West Pokot County, Kenya. A descriptive survey research paradigm was used. The study was conducted in 14 ECD centres within the division. A sample size of 42 ECDE teachers was selected. All the head teachers of the selected ECDCs participated. The teachers were selected through simple random sampling. Data was collected using questionnaires, interview and observation schedules. Data analysis was done using descriptive statistics and presented thematically. It emerged that policy framework governing ECDE programme in Kenya was not being fully practiced in the zone. Most teachers had a certificate while a few had a diploma in ECDE. The training content was sufficient to make teachers competent. However, majority had never attended refresher courses since training. Moreover, most teachers did not enjoy harmonized terms and conditions of services, though the conditions of services were emphasized during inspection by DQASOs. The study recommended facilitation of ECDE teachers by educational officers, cooperation of parents, administration, community leaders and MOE to improve the working conditions of ECDE teachers.
One Educational scholar once admonished us to make little sacrifices in the early years of the child because it pays great dividends in adulthood. This is because Early Childhood Development Education (ECDE) laysa stable foundation for every child"s life and future dreams. Early years determine a child"s responsibility, intellectual capabilities and personal abilities. Many states globally plus the Kenya government have equally recognized the importance of Early Childhood Development as one of the most important levers for not only accelerating the attainment of Education for All (EFA) and the Millennium Development Goals but also the Social Development Goals (SDGs). However, the Early Childhood Education function was devolved in line with the new Kenyan constitution promulgated in 2010. The rest of the levels such as; primary, secondary and other tertiary institutions remained under the management of the central Government. This study therefore, sought to establish the involvement of the County Government in the human resource management towards the provision of Early Childhood Education services in Kakamega county; Kenya. The objectives that governed the study were; To examine the role of the county government in supervision of ECDE services and human resource development in the provision of services in ECDE centers. The study was guided by the "General system Theory" propounded by Ludwig Van Bertalanffy. Both qualitative and quantitative research methods were used in the study. The research designs used were descriptive survey and Ex-post facto.Target population was 820 public ECDE centers. The sample was 72 Early Childhood Centers. Data was collected using observation checklists, questionnaires, and the interview schedules. Pilot study was carried out in two schools in Vihiga County. Data collected was coded and analyzed using SPSSS and findings given in means, averages and diagrams. The findings of the study revealed that there was little supervision of the ECDE centers though supervisors were employed by the county government in each public ECDE center and sub-county respectively. The county government had also employed and deployed teachers to each public ECDE centre. To realize its supervisory role, the County Government should ensure there is proper supervision and coordination of ECDE centers on regular basis besides ensuring that personnel concerned with ECDE affairs have better terms of service.
2018
In Kenya, the County governments, through the county education boards are tasked with the responsibility of overseeing the operation and management of Pre-primary education programs. Despite the growing importance of Early Childhood Education programme, there is lack of schemes of service for ECDE teachers, low and irregular remuneration of preschool teachers thus adversely affecting the morale of these teachers. Teacher qualification is instrumental for quality learning, not only in pre-primary education but also in other levels. The study sought to examine the level of expertise of the staff implementing the policy on the management of public ECDE centers in Elgeyo-Marakwet County. This study adopted a descriptive survey research design and anchored on systems theory. The target population for this study comprised ECDE officials, all the head-teachers and teachers in all the public ECDE's in Elgeyo-Marakwet County. The study used stratified sampling to stratify Elgeyo-Marakwet County into sub-counties that form 155 ECDE schools from Keiyo North, 144 ECDE schools from Keiyo south, 118 ECDE schools from Marakwet East and 156 ECDE schools from Marakwet West. Simple random sampling was used to select the respondents for the study from the strata. Thus, 344 ECDE teachers and 172 head teachers participated in the study. The 5 ECDE officials were purposely included in the study sample. Data collection was done using a combination of sets of questionnaire, interview guides and checklists. Data was analysed using descriptive and inferential statistics. Chi-square test was used to find the relationship between the variables investigated. Data was presented using tables. The study established that majority of ECDE teachers had attained diploma qualification with a few who had attained master's degree. Majority (67.4%) of the respondents said that there was no implementation policy on level of expertise in the policy. Similarly, the study established that there existed a relationship between the level of expertise of the staff in implementing policies and the management of public ECDE centers in Elgeyo-Marakwet County government(χ2=762.066, df=45 and sig=0.001). The study recommends on the need for individual and collective efforts on the part of teachers to keep themselves abreast of any new development regarding pedagogy and any relevant aspects of teaching and learning so as to remain relevant in their career. This can be done by way of professional development through in servicing.
The child and ECDE training in Kenya
Early childhood education is in theory of great importance to the nation's Ministry of Education. The Kenya Vision 2030 recognizes education and training within the social pillar alongside the economic and political pillars that are cornerstones expected to transform Kenya into a newly industrializing middle income country providing a high quality life to all its citizens. Teachers are an important component of education whose services are indispensable in the realization of educational goals the world over. Due to their central role in the enterprise of education, teachers at all levels require effective and sufficient education to be able to adequately carry out their roles and responsibilities. This study examined the training of ECDE teachers in relation to child holistic development. The specific objectives included :to determine the relationship between training of the ECDE teachers and the child's holistic development, to find out the effect of environmental factors on child's holistic development and to establish the influence of the environmental factors on the relationship between training of the ECDE teachers and the child's holistic development. The study adopted descriptive survey design and random sampling technique was used in the selection of the sample for the study. A study sample of 444 respondents was used for the study. Data was collected by use of both structured and unstructured questionnaires and observation checklists.
The study was carried out in public ECDE centres in Laikipia East Sub County of Laikipia County, Kenya. The objective of the study was to assess the Influence of Devolved Government's Function of Training on Performance of ECDE Teachers in Laikipia East Sub County of Laikipia County, Kenya. The research adopted correlational research design. The population of study was 293 which was made up of 198 ECDE teachers, 91 head teachers and four ECDE supervisors. A simple random sampling was used where a sample size of 214 was used. The sample comprised of 137 ECDE teachers and 76 head teachers were used as respondents. Purposive sampling was used to get one supervisor for interview. Piloting of the study was done in the neighbouring sub county of Laikipia North which had similar characteristics with the location of the study. The study used questionnaires and interview schedule as the research instruments. Quantitative data was analysed using descriptive and inferential statistics. The analysed data was presented in percentages, frequencies, figures, tables, means and regression models. The qualitative data obtained from interview schedule was discussed and analysed through Narrative Analysis. The study established that the County Government employs trained teachers from various ECDE teachers training colleges but there were little or no in-service trainings done through workshops and seminars to help improve the performance of ECDE teachers. The study recommends that the County Government to establish bills through the county assembly that will ensure there is regular capacity building of the ECDE teachers through seminars and workshops to equip them with skills required to handle the new Competency Based Curriculum.
Journal of Emerging Trends in Educational Research and Policy Studies, 2012
This paper is based on a descriptive survey of the relationship between policy framework governing ECDE and actual practices in Early Childhood Development Centres (ECDCs) in Bungoma South District, Kenya. It examines the training that teachers of ECDE underwent, the terms and conditions of their work, and head teachers' level of awareness on ECDE policy. A sample size of 40 ECDCs was used. All the head teachers of the selected ECDCs participated. The teachers were selected through simple random sampling. Data was collected using questionnaires, interview and observation schedules. Data analysis was done using descriptive statistics and presented thematically. It emerged that policy framework governing ECDE programme in Kenya was not being fully practiced in the District. Most teachers had a certificate while a few had a diploma in ECDE. The training content was sufficient to make teachers competent. However, majority had never attended refresher courses since training. Moreover...
AN INVESTIGATION INTO THE LEVEL OF EDUCATION CENTRES IN ELGEYO MARAKWET COUNTY KENYA
In Kenya, the County governments, through the county education boards are tasked with the responsibility of overseeing the operation and management of Pre-primary education programs. Despite the growing importance of Early Childhood Education programme, there is lack of schemes of service for ECDE teachers, low and irregular remuneration of pre-school teachers thus adversely affecting the morale of these teachers. Teacher qualification is instrumental for quality learning, not only in pre-primary education but also in other levels. The study sought to examine the level of expertise of the staff implementing the policy on the management of public ECDE centers in Elgeyo-Marakwet County. This study adopted a descriptive survey research design and anchored on systems theory. The target population for this study comprised ECDE officials, all the head-teachers and teachers in all the public ECDE’s in Elgeyo-Marakwet County. The study used stratified sampling to stratify Elgeyo- Marakwet County into sub-counties that form 155 ECDE schools from Keiyo North, 144 ECDE schools from Keiyo south, 118 ECDE schools from Marakwet East and 156 ECDE schools from Marakwet West. Simple random sampling was used to select the respondents for the study from the strata. Thus, 344 ECDE teachers and 172 head teachers participated in the study. The 5 ECDE officials were purposely included in the study sample. Data collection was done using a combination of sets of questionnaire, interview guides and checklists. Data was analysed using descriptive and inferential statistics. Chi-square test was used to find the relationship between the variables investigated. Data was presented using tables. The study established that majority of ECDE teachers had attained diploma qualification with a few who had attained master’s degree. Majority (67.4%) of the respondents said that there was no implementation policy on level of expertise in the policy. Similarly, the study established that there existed a relationship between the level of expertise of the staff in implementing policies and the management of public ECDE centers in Elgeyo-Marakwet County government(χ2=762.066, df=45 and sig=0.001). The study recommends on the need for individual and collective efforts on the part of teachers to keep themselves abreast of any new development regarding pedagogy and any relevant aspects of teaching and learning so as to remain relevant in their career. This can be done by way of professional development through in servicing.
Purpose: The purpose of this study was to assess the implementation of the ECD Policy of the year 2006 with respect to provision of teachers and leaning materials in the ECDE centers in Siaya County, Kenya. Objectives: to investigate amount of funds that reach ECDE centres, find out effect of the received funds on the number of qualified teachers in ECDE centres and to establish effect of received funds on the availability of teaching and learning (T/L) materials and explore the quality of services offered in ECDE centres in the period 2013 to 2015. Hypothesis: HO 1 : Received funds have no significant effect on the number of qualified teachers employed in the ECDE centers in the period 2013 to 2015 in Siaya County. HO 2 : Received funds have no significant effect on the availability of Teaching and learning resources in the ECDE centers in the period 2013 to 2015 in Siaya County.