A CRITICAL ANALYSIS ON THE IMPACT OF CENTRALIZED EARLY CHILDHOOD DEVELOPMENT POLICY ON QUALITY SERVICE DELIVERY IN EARLY CHILDHOOD DEVELOPMENT CENTERS IN KENYA

Musimbi Emily, Thunguri Ruth

Abstract


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.

 

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Keywords


centralized ECD policy, quality service delivery, early childhood education

References


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