scholarly journals Pre-School Teacher Support and Retention of Pupils in Public ECDE Centres Kenya

2021 ◽  
Vol 4 (1) ◽  
pp. 107-118
Author(s):  
Caroline Wambui Mwangi ◽  
Rachael Koross ◽  
Betty Cheruiyot
Keyword(s):  
Primary Schools ◽  
Early Childhood Development ◽  
School Teacher ◽  
Target Population ◽  
Primary Teachers ◽  
Childhood Development ◽  
County Government ◽  
Development Education ◽  
The Government ◽  
Correlation Statistics

Pre-primary teachers need support from the government to ensure that they perform their instructional duties in the classroom effectively. With the devolving of Early Childhood Development Education from the national government to the county level, it was expected that this action would improve the standard and status of learning in these institutions. However, studies have shown that the expected reforms have been done at a slow pace affecting the achievement of ECDE objectives. This paper looks at the kind of support that teachers are provided with by the county government and its impact on the retention of pupils in public pre-primary schools in Wareng Sub County, Uasin Gishu County, Kenya. This study was conducted in 83 public pre-primary schools in Wareng Sub County, Uasin Gishu County. The study applied a descriptive survey research design with the target population involving 166 pre-school teachers and five county government ECDE field officers. The research instruments involved the use of questionnaires and interview schedules. Qualitative and quantitative approaches were used in data analysis. Research results showed that all respondents agreed that there has been a significant change in public pre-primary centres because of the devolution support. Correlation statistics showed that there existed a significant positive relationship between pre-primary teachers’ support and retention of pupils in public ECDE centres in Wareng Sub County, Kenya. The study recommends that additional pre-primary teachers should be employed in schools with a higher learner population and terms of employment should be permanent and pensionable.

scholarly journals Teacher Preparedness in the Implementation of Early Childhood Development Education in Kericho County, Kenya

2020 ◽  
Vol 1 (1) ◽  
pp. p1
Author(s):  
Joshua Manduku ◽  
Reginah Cherop ◽  
Zipporah Muia
Keyword(s):  
Early Childhood Development ◽  
Survey Design ◽  
Target Population ◽  
Childhood Development ◽  
Teacher Preparedness ◽  
School Teachers ◽  
Development Education ◽  
Instructional Resources ◽  
Head Teachers ◽  
The Government

The purpose of this study was geared towards the analysis of the teacher’s preparedness and their attitudes towards the selection and use of the instructional resources in ECDE centers in Kericho County, Kenya. The research was based on the ideas and concepts of curriculum theorists; Gross et al. (1971), Tyler (1949), Fullan (1982) and Shiundu and Omulando (1992). A conceptual framework showing the relationship between the independent and dependent variables was also conceptualized. The study adopted a descriptive survey design and utilized a mixed methods methodology and was carried out in Kericho Municipality Zone, Kericho County. Simple random and stratified sampling techniques were used to select respondents who comprised of a target population of 84 head teachers and 180 pre-school teachers to get the sample size of 25 head teachers and 54 pre-school teachers from the selected ECDE centers. Data was collected using questionnaires, observation checklists and an interview schedule. The instruments for data collection were piloted in the neighboring Belgut Zone to validate the tools and determine their reliability. Data was analyzed using descriptive and inferential statistics, this included frequencies and percentages and the hypotheses were tested using Chi-Square test of association. Data was presented in the form of graphs, charts, and tables. The study provides useful information for the education policy makers to produce relevant learning resources and course books for the ECDE teachers. The Government of Kenya (GoK) can use the findings to consider funding the pre-school education and improve teacher preparedness and attitudes towards the use of instructional resources. Teachers can use the findings to improve on their preparedness and attitudes towards the selection and use of instructional resources. The major findings of the study showed that teachers were prepared, and had a positive attitude towards the selection and use of Instructional Resources. However, the status of the available materials in the centers were either inadequate, obsolete, dilapidated or unsuitable for use.

scholarly journals Devolution of Early Childhood Development and Education in Kenya: Improvement in the Status of Infrastructural Facilities and Its Influence on Enrolment in Siaya County

2017 ◽  
Vol 5 (2) ◽  
pp. 221
Author(s):  
Odundo Amollo Paul
Keyword(s):  
Early Childhood ◽  
Primary Schools ◽  
Qualitative Data ◽  
Early Childhood Development ◽  
Childhood Development ◽  
County Government ◽  
County Governments ◽  
Head Teachers ◽  
Governmental Agencies ◽  
The Status

The 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 furniture (x2 = 25.938, df = 8 & ρ-value = 0.001). However, no significant association existed between the extent of increase in ECDE enrolment and improvement in the status of: sanitation facilities (x2 = 3.057, df = 8 & ρ-value = 0.931); outdoor play equipment (x2 = 1.609, df = 6 & ρ-value = 0.925); as well as assistive facilities (x2 = 2.840, df = 6 & ρ-value = 0.829). Of the five infrastructural facilities, only classrooms and furniture improved to the extent of causing a significant influence on enrolment. The results amplify the need for the County Government to broaden the scope of infrastructural facilities considered in the investment plan for public ECDE centres to provide holistic development to children; thereby, build a strong foundation for lifelong educational attainment and socio-economic development.

scholarly journals Influence of Cultural Factors on Pupil’s Transition from Primary to Secondary Schools in Laikipia West Sub-County, Kenya

2018 ◽  
Vol 6 (10) ◽  
Author(s):  
Mr. Peter Murage Mwangi ◽  
Prof. Kanjogu J. ◽  
Dr. Ngunjiri, M.
Keyword(s):  
Secondary Schools ◽  
Civic Education ◽  
Primary Schools ◽  
Target Population ◽  
Cultural Factors ◽  
Study Data ◽  
Design Data ◽  
Significance Level ◽  
Ex Post ◽  
The Government

From 2017, the government of Kenya aimed at attaining 100 percent transition rate of pupils from primary to secondary schools. In Laikipia West Sub-County whose primary schools are focused by the study, transition from primary to secondary schools averaged at 54.9% from 2008 to 2015. Cultural factors are highlighted in literature as to undermine transition of pupils from primary to secondary schools. The purpose of the study was to determine the extent to which cultural factors influence pupils’ transition from primary to secondary schools in Laikipia West Sub-county in Kenya. Using ex-post facto research design, data was collected using self-delivered questionnaire from a target population of 1064 respondents. The study was carried out on a randomly sampled population of 411 respondents, composed of 280 teachers and 131 PTA chairpersons in public primary schools in the area of study. Data was analyzed using simple regression at .05 alpha level. Findings from the study revealed that cultural factors were significantly influencing transition of pupils from primary to secondary schools (β= - .790) at 0.5 significance level. The study recommended that local leaders should organize for civic education in order to address the identified transition challenges so as to attain a 100% rate of progression to secondary schools.

scholarly journals O Ensino de Matemática nas Páginas da Revista Educação em Mato Grosso (1978-1986)

2020 ◽  
Vol 21 (2) ◽  
pp. 127-134
Author(s):  
Juliana Stascovian ◽  
Laura Isabel Marques Vasconcelos de Almeida
Keyword(s):  
Public Schools ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Methodological Approach ◽  
Primary Teachers ◽  
Mato Grosso ◽  
Education Professionals ◽  
The Government ◽  
Cultura Escolar ◽  
Teaching Learning

O artigo é resultado da pesquisa de Mestrado intitulada Revista Educação em Mato Grosso: orientações pedagógicas sobre a disciplina de Matemática para o Ensino Primário nas escolas públicas mato-grossenses (1978-1986). O estudo retrata o ensino de Matemática sob o olhar da Revista Educação em Mato Grosso - REMT elaborada e socializada pela Secretaria de Estado de Educação de Mato Grosso - SEDUC/MT com o objetivo de formar os professores primários e aproximar o órgão governamental dos profissionais da educação. Ancorado na abordagem metodológica histórico-cultural, a pesquisa fundamentou-se em autores renomados que discutem com propriedade os conceitos de apropriação, cultura escolar, imprensa pedagógica e formação de professores contribuindo para a historiografia da educação matemática. Os dados revelam que além de vasta informação, a Revista oferecia sugestões de trabalho e partilha de experiências bem-sucedidas realizadas pelas unidades escolares, contribuindo com o processo de ensino aprendizagem nas escolas públicas primárias mato-grossenses.   Palavras-chave: Ensino de Matemática. Impresso Pedagógico. Formação de Professores.   Abstract The article is the result of a Master's research entitled Revista Educação em Mato Grosso: pedagogical guidelines on the subject of Mathematics for Primary Education in public schools in Mato Grosso (1978-1986). The study portrays the Mathematics Teaching from the perspective of “Revista Educação em Mato Grosso (REMT),” which was thought, elaborated and socialized by the Mato Grosso State Secretariat of Education (SEDUC / MT) with the objective of training primary teachers and bring the government agency closer to education professionals. Anchored in the historical-cultural methodological approach, the research was based on renowned authors who discuss appropriately the concepts of appropriation, school culture, pedagogical press and teacher education, contributing to the  mathematics education historiography. The data reveal that in addition to extensive information, the magazine offered work suggestions and shared successful experiences carried out by the school units, contributing to the teaching-learning process in public primary schools in Mato Grosso.   Keywords: Mathematics Teaching. Pedagogical Form. Teacher Training.

scholarly journals The Teaching of English in Indonesian Primary Schools: a Response to the New Policy

2019 ◽  
Vol 3 (1) ◽  
pp. 17-25
Author(s):  
Ahmad Jazuly ◽  
Ninuk Indrayani ◽  
Nostalgianti Citra Prystiananta
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teaching English ◽  
English Language Policy ◽  
The Government ◽  
Compulsory Subject ◽  
Learning English

In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English. Keyword; Indonesian primary school, teacher, new policy.

scholarly journals Early Childhood Development and Poverty Reduction in the People’s Republic of China

2021 ◽  
Author(s):  
Wei Ha ◽  
Ye Xiao
Keyword(s):  
Early Childhood ◽  
Poverty Reduction ◽  
Early Childhood Development ◽  
Preschool Education ◽  
Childhood Development ◽  
People’S Republic Of China ◽  
People's Republic Of China ◽  
Absolute Poverty ◽  
Republic Of China ◽  
The Government

The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.

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