Managing change in education: exploring early childhood education teacher competencies for’ for sustainable development

Abstract

In recent years, growing knowledge of the critical importance of childhood development for lifelong learning and growth has led to increased calls for professionalism of early childhood educators including higher standards for training and education. As part of this renewed attention to professional development, professionals in the field should develop the na early childhood care and education, with the goal of assuring that all educators of young children have the necessary knowledge and skills to meet children’s development needs. This study was done at Nandi County, Rift Valley. The study sought to answer the following research question: Which dimensions of early childhood teacher manifest competences can be observed that contribute to pupil achievement? What resources are available for ECDE program and educators in order to meet new competency standards? This study adopts a cross sectional design in which data are collected predominantly by questionnaire, structured interviews and official statistics and that qual documents relating to a single period will be used. Respondents’ are identified through simple ran from field was analyzed both qua and presented in form of discussi ministry of education, teachers, parents and other education stakeholders in understanding various Early childhood teacher required competencies towards expanded vision of education for life that was first agreed upon Education for all that was held in Jomtein, Thailand.