INFLUENCE OF CURRICULUM SUPPORT OFFICERS’ STRATEGIES ON SUSTAINABILITY OF EARLY CHILDHOOD DEVELOPMMENT EDUCATION IN MVITA SUB COUNTY, MOMBASA, KENYA

Serah Muthoni Ndegwa, Ali Hassan Khamah

Abstract


Teachers support from the curriculum support officers (CSOs) on implementation of Early Childhood Development and Education (ECDE) seemed to be inadequate. This may have had an influence on the inadequacy of quality and sustainable pre-school education. Effective curriculum support centres role is to provide and build quality sustainable ECDE education through classroom teacher support to be able to raise the quality of classroom teaching and learning. Even if changes seems to have been made in the supervision of ECDE division of the Ministry of Education, little has nevertheless been done to establish how or in which way the role and influence of CSOs contribute to effectiveness of curriculum delivery in public pre-schools. The introduction of ECDE management under County Government has impacted negatively to the role of CSOs in relations to sustainability of quality education in ECDE centres. The ECDE teachers need a lot of support from CSOs so as to be able to fulfill the dream of every child and parent. It is the dream of every parent for his or her child to receive quality education as a foundation for future life endeavours. Children are central to any discussion on sustainable development. The early years of a child’s life are crucial to the anchoring of a sound foundation for a child’s growth and development for the rest of the child’s life. Events in the early years of a child’s first few years of life are formative and play an important role in shaping of social, learning, emotional, health and in the building of human capital. These aspects promote economic productivity in a child’s future in life. It is the wish of every parent to see his or her child attend a pre-school and acquire quality and sustainable education. CSOs supporting role of classroom observation, preparation of teaching materials, supervision and in-service training for teachers would improve ECDE curriculum implementations for quality and sustainable education. Children who are transiting from pre-schools to primary schools in Mombasa seemed to have not received holistic quality education that they ought to have received. The purpose of this study was to assess the influence of curriculum support officers on sustainability of ECDE in Mvita Sub-County.

 

Article visualizations:

Hit counter

DOI

Keywords


early childhood development education; curriculum support officers; classroom observation; supervision visits; teaching materials; in-service trainings; pre-schoolers & sustainable education

Full Text:

PDF

References


America Association for Public Opinion Research, (2011). Pre-school Support Services, 111 Deer Lake road Suite 100, Deerfield, USA.

Academic Development Institute (2012). Leadership Work Book, Centre on innovation and improvement and Curriculum Development. Lincoln, IL, Paris UNESCO.

Britto, P. & Super, C. (Eds) (2013). Handbook of global early childhood development research and its impact on policy. New York; University Press.

Bunyi, G. Cherotich, I & Piper, B. (2012). Primary Math and reading (PRIMR) Programme Kenya. Nairobi, Focus Publishers Ltd. and education.

Burger, K. (2010). How does early childhood care and education affect cognitive development? An interview on the effects of early interventions for children from different social backgrounds; Early childhood research Quarterly, 25, 140 – 165.

Chavan, M., Yoshikawa, H & Bahadur, C. (2013). The future of our children: lifelong, multi-generational learning for suitable development. New Delhi. Oxford University Press.

Consultative Group on Early Childhood Care and Development (2012). Placing early childhood on the global Agenda. Toronto Ryerson University.

Hammond, D., (2013). Getting teacher evaluation right; What really matters for effectiveness and improvement. Washington, D.C. Council for Chief state office.

Duncan, G. & Magnuson, K. (2013). Investigating in pre-school programmes. Journal of economic perspectives, 27, 109 – 132

EFA, (2000). A national handbook on EFA 2000 and beyond. Nairobi, Government Printers.

Engle, R. (2011). The projective disciplinary engagement framework; origins, key concepts and development. In D.Y. Dai (Ed), Design Research on learning and thinking in educational settings; enhancing intellectual growth and functioning (Pp 161 – 200) London; Taylor and Francis.

Franke, M. and Webb, N. (2010). Supporting student explanations; variability in teacher practice across classrooms. Manuscript in preparation. Available from authors, University of California, Loss Angeles.

Goe, L., Biggers, K. and Croft, A. (2012). Linking teacher evaluation to professional development; focusing on improving teaching and learning. Washington, D.C. The National Comprehensive Centre for Teacher Quality.

Gumam, K. and Cahn, Y. (2010). Formative supervision of teaching and learning; issues and concerns for the school head. European journal of Scientific Research, 39 (4), 589 – 605.

Hardman, F., Abd-Kadir J., Catherine, A., Migwi, J., Glewwe, J., Kremer, M & Moulin, S. (2009). Many children left behind? Text books and test scores in Kenya. American Economic Journal; Applied Economies, 1 (1), 112 – 135.

Israel, M. (2010). Teachers observing teachers. A professional development tool for every school. San Diego, CA; Education World.

Jones, S., Schipper, Y., Ruto, S. & Rajan, R. (2014). Can your child read and count? Measuring learning outcomes in East Africa Journal of African Economies. Eju009.

Kabiru, M. & Njenga, A. (2009). Foundation of Early Childhood Development and Education

KEMI, (2014). Curriculum. Nairobi; KEMI.

KNEC, (2010). The report on monitoring leaner achievement. Study for class 3 in Literacy and Numeracy, June (NASMLA) Class 3 study KNEC, Nairobi.

Kosgey, M. (2011). Effectiveness of Teacher Advisory Centre Tutors in curriculum implementation in Public Secondary Schools. Case of Chepalungu District, Kenyan Educational Research Reviews Vol 6 (12), PP. 722 – 725.

Lucas, A., McEwan, P., Ngware, M., & Okech, M. (2013). Improving Early Grade literacy in East Africa. Experimental evidence from Kenya and Uganda. Unpublished manuscript.

Maranga J. (1997). Guidance for training in educational supervisors, Kenya. Unpublished PHD thesis. Colombia University Press.

Mathews, I. (2012). The challenges facing schools inspection Amid Universal Basic Education (UBE) implementation in Nigeria. International Journal of Learning and Development.

MOEST, (2009). Handbook for inspection of Educational Institutions. Nairobi JKF.

MOEST, (2003). Task force on special needs education. Appraisal Exercise. Nairobi.

MOEST, (1995). Handbook for TAC tutors. Nairobi; KLB

Mudalia, A. (2012). The relationship between availability of teaching / learning resources and performance in secondary school. Science subject in Eldoret Municipality, Kenya. Journal of Emerging Trends in Educational Research and Policy studies (J.E. TERAPSs), 3 (4): 530 – 536.

Mugenda, M. & Mugenda, A. (2003). Research methods. Nairobi; Act Press.

NACECE, (2004). NACECE report of 2004 activities. Nairobi KIE.

NACECE, (1996). Early childhood Development Community resources Centre. Nairobi; KIE.

Ndambuki K. & Fay S. (2009). Changing Pedagogical practice in Kenya Primary Schools. The impact of school based training, comparative Education, 45:1, 65 – 86

Olumbe, N. (2013). Educational management, planning and supervision. Model for effective implementation. Owerri Springfield Publishers.

Oluruntegbe, K., Duyilemi, A., Agbayewa, J., Olowate, T. & Dele, O.(2010). Teachers’ involvement, commitment and innovativeness in curriculum development and implementation. Education Research, Vol. 1 (2) pp 706 – 712.

Onyango, J. (2007). Effectiveness of TAC Tutors in instructional supervision, Lugari District. Unpublished MED Project, Kenyatta University.

Orodho, A. (2005). Techniques of writing research proposal and reports in education and social sciences. Nairobi. Kanezja H.P. Enterprise.

Orodho, J. (2009). Elements of Education and Social Science Research methods. Nairobi. Kanezja, H.P. Enterprises.

Otunga, N., Odeo, I. & Barasa, L. (Eds) (2011). A handbook for curriculum and instruction. Eldoret; Moi University Press.

Peril, M. (1995). Social Science Research Methods. East Africa Educational Publishers. Nairobi, Kenya.

Piper, B. (2013). Teacher change in Kenya; Paper pretend at the Pan African Reading for All Conference on August 2013 in Nairobi, Kenya.

Piper, B. Zulkowski, S. and Mugenda, A. (2014). Improving reading outcomes in Kenya. First year effects of the PRIMR initiative. International Journal of Educational Development, 37, 11-21.

Regenstein, E. & Lipper, K. (2013). A framework for choosing a state level early childhood governance system. Connecticut, build initiative.

Government of Kenya, (2010). Quality index; Guidelines for Quality Assurance and Standards Assessment of schools in Kenya. Nairobi, Ministry of Education.

Sartain, L., Stoeling, S. & Brown, E. (2011). Re-thinking teacher evaluation in Chicago: Lessons learned from classroom observations, principal – teacher conferences and district implementation. Chicago; Consortium on Chicago School Research at the University of Chicago.

Seashore, L. & Leithood, K (2010). Leadership; investigating the links to improved student learning. University of Minnesota and University of Toronto.

Stacy, S. (2011). Craft moves. New York. Sten House Publishers.

UNESCO (2000). The Dakar Framework for Action Paris. UNESCO.

UNESCO (2010). EFA Global monitoring reports. Strong foundations; Early Childhood care

UNESCO (2014). Strong foundation, Early childhood care and education. EFA Global Monitoring report 2014. Paris; UNESCO.

UNICEF (2012). Inequalities in Early Childhood Development. What the data day. Evidence from the multiple indicator cluster surveys.

Utting and France (2013). Fresh Look at Novice Programmes performance and their teachers expectations. New York. ACM New York.

Vegas, E. & Santibanez, L. (2010). The promise of Early Childhood Development in Latin America and the Caribbean. Washington, D.C. The World Bank.

Wafula, A. (2010). Teachers’ perception on the role of Education in Nairobi Public Secondary Schools. Kenya; Unpublished M.Ed Thesis; University of Nairobi.

Wasanga, P., Ogle, A., & Wambua, R. (2011). The SACMEQ 111 project in Kenya. A study of conditions of schooling and quality of education.

World Bank (2010). The State of Pre-primary education around the world. Extract from the Edstats State of Education report. Washington, D.C.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Ali Hassan Khamah, Serah Muthoni Ndegwa

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).