Research article of American Journal of Educational Research and Reviews
Extent of Implementation of ECE Programme by County Governments: The Case of Public Preschools in Eldoret West Sub-County, Kenya
Selina J. Koskey, Hellen N. Inyega, Mulwa Peter K.
University of Nairobi
Kenya Constitution (2010) devolved the management of Early Childhood Development Education (ECE) to county governments. The 2014 County ECE Education Bill mandated the Country Governments with several responsibilities of managing ECE services. These included ensuring: all schools have a functional feeding programme; safety of all children; more teachers are employed to reduce the teacher-pupil ratio; quality assurance services are provided promptly; teachers undertake professional development courses including those of handling learners with special needs; all preschools are registered; and teachers are appropriately remunerated. However, various challenges continue to undermine implementation of ECE programmes at county level. Emile Durkheim’s Structural Functionalism Theory (1858-1971) informed the study and so points out that an institution should be structured in a way that various bodies are put in place so that each functions on behalf of the society. Findings indicate that Uasin Gishu County Government needs to put in more effort in order boost its current ECE provision services.
Keywords: County Governments; Pre Primary1 , Pre Primary2, Professional Development;; Teaching Resuorces; Teacher Remuneration.
How to cite this article:
Selina J. Koskey, Hellen N. Inyega, Mulwa Peter K.Extent of Implementation of ECE Programme by County Governments: The Case of Public Preschools in Eldoret West Sub-County, Kenya. American Journal of Educational Research and Reviews, 2018, 3:39. DOI:10.28933/ajerr-2018-11-1808
1. Chepkong’a, M.C., (2017).Influence of Learning Facilities on provision of Quality Early Childhood Development Centres in Kenya.International Journal Of Education and Reasearch. Vol 5(6) pp 15-26.
2. Cissokho, M. (2010). Value Orientation, Needs Satisfaction and Job Performance in Mauritius Phd Desertation. Calabar:University of Calabar.
3. Ejuu (2012).Implementing The Early Childhood Development teacher Training Framework in Uganda: Gains and Challenges :Journal of Early Childhood Research
4. Essa, D. (2010). Organizing for Effective Early Childhood Programmes. Cambridge: Havard University Press.
5. Felicity W. and Anne K. 2011). Early Childhood Development Education in Kenya: A literature Review on Current Issues. International Journal of Current ResearchVol 3, Issue 11 pg. 129-136
6. Gichuki Kamau J. (2015). Managerial Influence on Classroom Performance of Pre- School Children in Embu West, Embu County. Unpublished Mastersthesis University of Nairobi
7. Nafungo, J. (2015). Factors Influencing the Implementation of Quality Early Childhood Development Programme in Kenya’s Informal Settlements; A Case of Kibera Slums In Nairobi County ,Kenya. Unpublished Mastersthesis University of Nairobi
8. Nganga (2009).Early childhood education programmes in Kenya: challenges and solutions, Early years; 29; 3, 227-236.
9. Owala Z.M,Odongo B. and Raburu P. (2016). Motivational Factors Influencing Teachers Job Performance in Pre-School centres in Kenya .International Journal of Innovative Research and Development, Vol 5( 5) pp 121-132
10. UNESCO (2005) Decentralization in Education: National Policies and Practices. Education policies and Strategies 7 Paris: UNESCO
11. UNESCO (2010) Education for All by 2015: will we make it? Paris :UNESCO
12. UNESCO (2012).EFA Global Monitoring Report 2012 – Youth and skills: Putting education to work. Paris: UNESCO.
13. UNESCO,(2014). EFA global monitoring report 2013/2014: Teaching and learning. Paris: UNESCO
14. Task Force (2012).Early childhood Education: Aglobal Scenario.Accessed from https:/download.ei.ei.org/docs/weddepot/ECE-global-scenario-EN.PDF accessed 15/8/2018.
15. World Bank, (2012). In search for equal opportunities for all. Lima: Peru