Assessment of the Implementation of Early Childhood Development Policy of the Year 2006: Provision of Teachers and Teaching & Learning Materials in Siaya County, Kenya (original) (raw)
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In 2006, Kenya government introduced the Early Childhood Development (ECD) policy to be implemented by the Ministry of Education. A mixed method approach is applied to study the implementation. Data were collected through interviews, questionnaires and observations at ECD centers. Findings indicate that the ECD policy has achieved gains including teacher employment and enhanced quality education standards. Comparatively, learning outcomes indicate that teacher student ratio impact education outcomes significantly. Results indicate that government should consider prioritization of teacher employment and training them on ECD policy standards. Parents and communities should take part in the improvement of ECD class infrastructure especially in rural areas where ECD is mainly provided in public facilities.
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 this study was to investigate factors enhancing the establishment of ECD centres in Kakamega municipality. The study was guided by a descriptive survey design and data was collected using questionnaires, interview and observation schedules. Kakamega Municipality was chosen as the area of study. Purposive and random sampling techniques were used to sample 60 teachers 10 proprietors, 60 parents, 10 education officers and 10 faith based organizations. The data was analyzed using descriptive statistics such as, frequency counts, means and percentages. The study revealed that establishment of ECD centres is encouraged by; accessibility of children, parents' affordability to pay school dues, parents' busy schedules, enlightenment on the need for children to attend ECDE, pressure from parents and encouragement by the government. It therefore recommended that, the government should provide a specific policy framework within which the ECD centres should be established.
The 2010 constitution of Kenya emphasizes on delegation of duties from national level of government to county level government.The fourth Schedule of this constitution places pre-primary education and childcare facilities under the county government. The purpose of this study was to determine the prospects and challenges facind the devolved sdevolved system of government and the provision of ECDE taking a survey in Bomet Central sub-County in Kenya. The study was guided by the following objectives: to examine the role of county government in training of ECD teachers in Bomet county; to determine the extent of county government participation in recruitment and supervision of ECD teachers in Bomet county; to investigate the level of remunaration by county government in Bomet County and to establish the status of physical facilities in ECD centers in Bomet county. The study utilized descriptive survey design. The study population comprised 143 head teachers and 183 ECD teachers from all the pre-schools in Bomet Central. Out of these a sample of 52 head teachers and 68 ECD teachers was used in data collection. The researcher used purposive and simple random sampling in the selection of population. The primary data was collected using questionnaires, and Observation Checklist. The researcher piloted the instruments among 10 head teachers and 10 ECDE teachers who were not included in the actual sample. Data was coded and analyzed both qualitatively and quantitatively. Qualitatively descriptive statistics were used and quantitatively, analysis of variance (ANOVA).The study established that the county government did not actively engage in the training of ECD teachers though they actively participated in employment of these teachers. It further established that the county government officials were not adequately equipped to handle inspection and assessment of ECDE services. It was established in the study that teachers in the county government were not paid adequate salaries. This led to high levels of demotivation and turnover of teachers. The study also established that the status of physical facilities in ECD centers in the county were not enough for all the children enrolled and were in in dilapidated state due to the fact that the county government was not involved in repairs and maintenance. Based on these findings the study recommends that county government need to partner with other players in the provision of financial support that will facilitate construction of permanent classes, provision of teaching and learning materials and other physical facilities that are required at the ECDE centers. It is the recommendation of the study that the county government should provide adequate and regular salaries for ECDE teachers. Adequate salary for the teachers will ease teachers' financial constraints and will improve work conditions at the ECDE centers for proper implementation of ECDE
2016
I. BACKGROUND OF THE STUDY Since 1963 when Kenya attained its independence to date, the number of students enrolled at various levels of education that primary and secondary has substantially increased (Republic of Kenya 2005). At the Early Childhood Development and Education (ECDE), enrolment grew from 483,148 children in 1982 to 894,295 children (420,741 girls and 473,554 boys) in 2003. Gross Enrolment Rate (GER) for pre-primary, however, declined from 35.4 percent in 1990 to 33.4 percent in 1999. Considering the importance of ECDE, this GER is low as there are many 4-5 year-old children who are still out of school (Republic of Kenya, 2005). According to the report (ROK, 2005)The 1999 Population Census indicated that a total of 574,249 children were not enrolled in preprimary schools and that a large proportion of children entering primary schools do not pass through pre-primary. The low enrolment at pre-primary schools level is due to various factors including the fact that the government plays a limited role, lack of economic ability and awareness among
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.
IOSR Journal of Humanities and Social Science, 2017
The early childhood education sector in Kenya does not receive direct funding from the government like the primary and secondary sectors. This then calls for stakeholders to provide finances for procurement of teaching/learning resources and other resources. The purpose of this study was to establish the provision of teaching/learning resources in ECE in Kenya. The study adopted a descriptive survey design to investigate this in Kakamega County, Kenya. Purposive sampling was used to select 3 sub-counties (30 % of the population). Proportionate stratified random sampling was used to select 30 % of the public and private ECEs to participate. Head teachers and one teacher from the selected each ECE participated in the study. However where more than one teacher was found in an ECE centre, simple random sampling through balloting was used to select the one to participate. The DEOs and DICECE Officers of the selected sub-counties were selected purposively to participate in the study. Structured questionnaires were used to collect data from the ECE head teachers and teachers, interview schedules from the DEOs and DICECE officers and observation schedules used to collect data on availability of teaching learning resources in the ECE centres. The instruments were validated through expert judgement and pilot-testing. Reliability was estimated using Cronbach"s coefficient Alpha which was 0.80 and deemed adequate for the study. Both descriptive and inferential statistics were used to analyse data. The findings of the study revealedthatstakeholders had made good efforts to buy instructional materials in both the public and private ECE centres. The study recommends that the government should streamline ECE within the policy of free primary education and expand the school equipment production unit (SEPU) to institute ECE equipment and materials.
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.
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...
This article draws on a quantitative enquiry on the impact of the ECD programmed in Zimbabwean primary schools. The study adopted the descriptive survey design. The target population included all heads and infant teachers in Gomadoda cluster which has an infant teacher population of 70 teachers and heads. The sample consisted of 30 respondents who were made up of 25 females and 5 males. All information was collected through a questionnaire which had both close-ended and open-ended questions. Descriptive statistical analysis was used to interpret the data. The study revealed that all the schools did not have ECD trained teachers. It also revealed that all of the schools did not have play centers. The study also revealed that both teachers and heads viewed the policy on early childhood development programmers positively but were worried by the weak implementation structures. The study recommends that procurement of ECD materials and provision of qualified personnel should be prioritized.