The Challenges Facing the Implementation of Early Childhood Development and Education Policy in Bungoma County, Kenya

Autor/in	Wangila, Violet Muyoka
Titel	The Challenges Facing the Implementation of Early Childhood Development and Education Policy in Bungoma County, Kenya
Quelle	In: Journal of Education and Practice, 8 (2017) 15, S.217-223 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Early Childhood Education; Educational Policy; Program Implementation; Mixed Methods Research; Preschool Teachers; Principals; School Personnel; Questionnaires; Focus Groups; Interviews; Observation; Documentation; Barriers; Educational Finance; Teacher Student Ratio; Government Role; Educational Resources; Teacher Salaries; Access to Education; Teaching Conditions; Kenya + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Principal; Schulleiter; Schulpersonal; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Dokumentation; Bildungsfonds; Lehrer-Schüler-Relation; Bildungsmittel; Lehrerbesoldung; Lehrervergütung; Access; Bildung; Zugang; Bildungszugang; Lehrbedingungen; Unterrichtsbedingungen; Kenia
Abstract	This paper scrutinises the challenges facing the implementation of Early Childhood Development and Education policy in Bungoma County, Kenya. The study used a mixed research design and study population comprised of the QASOs, the Head teachers, ECDE teachers and the non-teaching staff in respective ECDCs. The sample size of the study comprised of 9 QUASOs, 27 head teachers, 81 teachers of ECDE and 27 non-teaching staff from selected public primary schools in the study region. The study utilised simple random sampling, stratified and purposive sampling. The tools for data collection comprised of the questionnaire, focussed group, interview schedule, observation and document analysis schedules. The quantitative data was analysed using descriptive statistics while qualitative data used content analysis procedures. The study identified a number of challenges including: inadequacy of teaching and learning resources, financial constraints, and lack of government good will, poor training of ECDE teachers, insecurity, high pupil-teacher ratio, poor teacher remunerations and the introduction of FPE. The study recommends that: the Counties and Central government should fund the ECDE, the central government should hire ECDE teachers on permanent and pensionable terms; QASOs should be facilitated to cover vast areas with ease and increase the number of visits to the ECDCs; the Education and lastly, the government should train non-teaching staff on safety operations and above all hire a qualified nurse for every ECDE centre. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01