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The purpose of this study was a critical analysis on impact of centralized Early Childhood Development (ECD) Policy on quality service delivery in Early Childhood Development centers in Kenya. As much as early childhood education has been devolved, the Centralized Early Childhood Development Policy is still under the mandate of the National government. This has made many to still misunderstand the policy, leading to inequalities in resource distribution, quality teacher recruitment and recruitment and funding of these centers. This study was solely to critically analyze impact of centralized Early Childhood Development (ECD) policy on quality service delivery, impact of teacher training and recruitment, impact of resources allocation and distribution, and impact of government involvement and funding of schools on quality service delivery in Early Childhood Development centers in Kenya. This study employed qualitative research design that was used to conduct a critical analysis. This study constituted recommendations to the national government, county government, and stakeholders in early childhood education on centralized Early Childhood Development policy, leading to equality in distribution of resources, recruitment of quality teachers, and better remuneration of the teachers. This study also recommended on entrepreneurs on establishment of quality Early Childhood Development centers and emphasized on proper understanding of Centralized Early Childhood Development Policy of the early childhood education.
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.
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.
Journal of Education and Training
Devolution of Early Childhood Development and Education in Kenya: Improvement in the Status of Infrastructural Facilities and Its Influence on Enrolment in Siaya CountyThe Kenyan Constitution devolves to County governments the responsibility to deliver quality Early Childhood Development and Education (ECDE) services. This study focused on determining infrastructural facilities that influenced ECDE enrolment during the first three years of devolution, viz. 2013/14, 2014/15 and 2015/16. Its purpose was influence County Government’s investment decisions in ECDE infrastructural facilities, as well as contribute to relevant policy discourses and stimulate research in developing countries. Quantitative data were sourced from 145 participants, including education officers, administrators and teachers; while qualitative data were obtained from 12 participants including senior education officers, non-governmental agencies and head teachers of primary schools hosting ECDE centres. Results show that the extent of increase in ECDE enrolment significantly associated with improvement in the status of classrooms (x2 = 30.453, df = 8 and ρ-value = 0.000); and fu...
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
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.
Greener Journal of Educational Research
Role of Community in Enhancing the Welfare of Early Childhood Education Centres in Meru South County, Kenya2016 •
There are real concerns raised by stakeholders regarding the quality of Education in Early Childhood development and Education centers in Kenya. Factors affecting the provision of Early Childhood Education in the Early Childhood Development centers in the Narok county, central division are yet to be established. This trend has fueled a strong public outcry and hence a steady stream of research findings to assists in establishing and documenting the factors affecting the provision of Early Childhood Education in the county. The study reviewed Literature from across the world so as to understand the context, continuities and challenges affecting provision of Early Childhood Education. This study also provided a critical examination of the issues and controversies surrounding Early Childhood Education and practices. The purpose of the study was examining the effect of administrative and learning environment factors on the provision of Early Childhood Education in Narok North. The study...
Pearl Research Journals
Influence of Teacher Supervision on Quality Early Childhood Development and Education in Nyamira-North Sub-County, Nyamira County, Kenya2022 •
The purpose of the study was to establish the influence of teacher supervision on the quality of early childhood development and education. The study adopted a descriptive survey design. The study targeted 97 ECDE Centres. A simple random sampling technique and a purposive sampling technique were used to select the respondents. Data was collected using a questionnaire and interview guide. The reliability of the instruments was estimated at 0.83 by the use of Cronbach's Alpha Correlation Coefficient. The hypothesis was tested at alpha α = 0.05 using Chi-square model and simple linear regression. Qualitative data analysis from the interviews was categorized according to the themes based the on research hypothesis. Descriptive such as mean, standard deviation, percentages and frequencies was also used. The findings of the study revealed tha the decentralized teacher supervision function has a significant influence on the quality of ECDE in Nyamira South Subcounty of Nyamira County, Kenya with chi square value χ 2 = 42.655 and P< 0.00 with 11.4% variation. The study recommended that decentralized government should ensure regular supervision of ECDE teaching and learning to improve the transition and participation rate and competence achievement among ECDE learners.
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