ADMINISTRATIVE SUPPORT PROVIDED TO TEACHERS DURING IMPLEMENTATION OF EARLY CHILDHOOD DEVELOPMENT AND EDUCATION CURRICULUM

Hellen Kimosop

Abstract


Early childhood is the foundation of primary education and beyond, it is with this concern that proper implementation of the ECDE curriculum has to take place through provision of adequate and necessary support to pre-school teachers. This study investigated the administrative support that was provided to schools during the implementation of early childhood development education curriculum in Baringo North Sub County, Kenya. This study was guided by Gross et al theory on curriculum implementation which asserts that for any successful implementation, suitable conditions must be fulfilled such as administrative support. The study used descriptive research design. The study used selected schools in Baringo North Sub County, which had 120 pre-schools, 160 pre-school teachers, 120 head teachers and 5 DICECE officers. Results showed that head teachers played a major role in the implementation in purchasing some of the required resources, through initiating the parents to support the teachers though it was found that they were not adequate at the time of the study. The head teachers and DICECE officer claimed that they never received adequate support from the Ministry of Education, Science and Technology to assist in the implementation of the ECDE curriculum. The paper recommends that for effective implementation of the curriculum, top administrative support should be provided to teachers to enhance effective curriculum implementation.

 

Article visualizations:

Hit counter

DOI

Keywords


curriculum implementation, administrative support, early childhood education

Full Text:

PDF

References


Ajayi, I.A., Haastrup, H.T. & Osalusi, F.M. (2010). “Learning Environment and Secondary School Effectiveness in Nigeria”. Stud Home Comm. Science, 4(3), 137-142.

Fullan, M. (1982). The Meaning of Educational Change, OISE (1985) Change and Strategies at Local Level. Elementary School Journal. 84 (3), 391 – 420.

Kenya Institute of Education (2008) Handbook for Early Childhood Development and Education Syllabus. Nairobi. KIE.

Kenya Institute of Education (2008). Early Childhood Development and Education syllabus. Nairobi: KIE.

Republic of Kenya (1964). The Education Commission Report (Ominde, Report) Nairobi, Government Printer.

Republic of Kenya (1976). Report of National Committee on Educational Objectives and Policies (Gachati report, Nairobi, Government printer.

Republic of Kenya (1976).Report of National on Educational Objectives and Policies (Gachathi, Report), Nairobi, Government Printers.

Republic of Kenya (1988). Report of the presidential working party on Education and man power Training for the next Decade and Beyond. By James Mwangi Kamunge. Nairobi: Government Printer.

Republic of Kenya (1988). Report of the Presidential Working party on Education and Man Power. Training for the next decade and beyond. By James Mwangi Kamunge. Nairobi: Government Printer

Republic of Kenya (1999).Totally integrated Quality Education and Training (TIQET) report of commission of inquiry into the Education of Kenya (Kenya Report).Nairobi: Government Printer.

Republic of Kenya (2005). Kenya Educational Sector support programme 2005 - 2010 delivery quality education and training to all Kenyans.

Shiundu, J. S. and Amulando S. J. (1992). Curriculum Theory and Practice in Kenya. Nairobi. Oxford University Press.

Taba H, (1962). Curriculum Development: Theory and practices. New York: Harcourt Brace and World Inc.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Hellen Kimosop

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).