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.

Leadership and Stakeholder Involvement in Creating a Non-Violent Early Childhood Development (ECD) School Environment in South Africa

2019 ◽  
pp. 233-251
Author(s):  
Matshediso Rebecca Modise
Keyword(s):  
South Africa ◽  
Early Childhood ◽  
School Leadership ◽  
School Environment ◽  
Primary Schools ◽  
Early Childhood Development ◽  
Stakeholder Involvement ◽  
Childhood Development ◽  
Grade 3 ◽  
Free Environment

This chapter seeks to consider strategies and means that early childhood development (ECD) leadership in South Africa can use to create a non-violent environment at ECD centers and in the foundation phase in primary schools. In South Africa, ECD is defined as a term indicating the procedures under which children from birth to nine years of age grow and flourish emotionally, morally, socially, physically, and spiritually. The chapter focuses on Pre-Grade 1 to Grade 3 environments. It also addresses the roles that relevant stakeholders can play in support of school leadership in the creation of a violent-free environment. The research is guided by Bronfenbrenner's ecological systems theory. Since early childhood is a sensitive and impressionable stage in children's lives, a living, supportive atmosphere as well as an enabling social setting is essential to ensure their complete development. This requires the involvement of all stakeholders (school governing bodies), especially members of the schools' leadership teams in considering policy.

scholarly journals Towards Dynamic Policy for Early Childhood Development Enhanced the Growth of Self-Regulations

2018 ◽  
Vol 7 (3.30) ◽  
pp. 251
Author(s):  
Md. Rahimullah Miah ◽  
Mohamed Sharif Mustaffa ◽  
Surena Sabil ◽  
Amalia Madihie ◽  
Jamayah Saili ◽  
...  
Keyword(s):  
Early Childhood ◽  
Education Policy ◽  
Primary Schools ◽  
Early Childhood Development ◽  
Developmental Stages ◽  
Policy Instruments ◽  
Secondary Data ◽  
Childhood Development ◽  
Future Research ◽  
Policy Integration

Dynamic education policy and value system can change only with growth and development. This education plays a key role in enhancing about these changes, and the right time to initiate this process of education is better from early childhood. The study explores the issues and challenges of doing early childhood development (ECD) policy for growth of self-regulations along with Sarawakian Primary Schools in Malaysia. Recently the problems of early childhood providing primary schools at Bau district have been starling due to lack of instruments for pre-school services. These issues are now then become more tangled because of its multiracial education policy integration with students’ self-regulations from cultural diversity conditions belonging to variety beliefs and attitudes. Quantitative and qualitative related data were obtained through field observation, interviews and field surveys while secondary data collected from diverse sources. Nearly 57% of the respondents agreed for improvement of ECD policy with sustainable mechanism of monitoring and implementation at each of developmental stages of child. The research has also shown that there are gaps between the aspired and implemented comprehensive education policies for more quality preschool classes and initiatives. The study suggests future research trajectories of a new collaborative alternative dynamic approach to drive the methodological agenda and recommendations on ways to further incorporate the demanding ECD policy instruments towards growth of self-regulations. 

scholarly journals Determinants of Successful Implementation of Early Childhood Development Education by County Governments in Kenya; Implementing Partners Perspective

2018 ◽  
Vol 6 (12) ◽  
Author(s):  
Erick Ochieng Otieno ◽  
Johnbosco Kisimbii ◽  
Fatma K. Said
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Sampling Technique ◽  
Childhood Development ◽  
Coefficient Of Determination ◽  
Successful Implementation ◽  
Development Education ◽  
County Governments ◽  
Number Of Children ◽  
Service Training

The purpose of this study was to assess the determinants of successful implementation of Early Childhood Development Education (ECDE) by County Governments in Kenya from the implementing partners’ perspective. This study was guided by the following specific objectives: to determine the influence of the capacities of the County Government staff on the implementation of early childhood development education by County Governments in Kenya, to determine the how management of early childhood development education affects its implementation by County Governments in Kenya, to assess how availability of physical facilities affect the implementation of early childhood development education by County Governments in Kenya and to examine how policies affect the implementation of early childhood development education by County Governments in Kenya. Decentralization theory and organization learning theory were used to explain the relationship between the study variables. Descriptive research design was used in the study. The population for the study was implementing partners working with County Governments in Kenya to support ECDE. Purposive sampling technique was used to select the respondents to participate in the study. A total of 100 respondents were targeted from the 10 organizations studied out of which 70 participated giving a response rate of 70%. Questionnaire was used as instrument for data collection. Both qualitative and quantitative data analysis techniques were used to analyze the data. The study found that the implementation of ECDE by County governments in Kenya was generally successful from the implementing partners’ perspective and indicated by 56.8%. It is also worth noting that beside the general success, there were myriads of challenges facing the implementation of the program by county governments. Findings from regression analysis showed that the coefficient of determination indicated that 63.5% of the variations on the implementation of ECDE by county governments can be explained by staff capacity, management of ECDE, availability of physical facilities and ECDE policies. The remaining 36.5% can be explained by other variables not included in the study. R square and adjusted R is above average an implication that an above average variation can be explained by the model. The study recommended that county governments should allocate more funds for the renovation and construction of more ECDE centres, allocate adequate funds for the implementation of ECDE and that they should organize consistent in-service training for ECDE teachers and at the same time employ more ECDE staff to cater for the large number of children in ECDE centres..

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.

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