Prospects and challenges facing the devolved system of government in the provision of early childhood development education in Bomet central Sub-County, Kenya

Abstract

The study investigated the prospects and challenges in the provision of early childhood development education with devolved governments with specific reference to Bomet Central Sub-County in Bomet County. To achieve this, the study sought to:to examine the role of county government in training of ECD teachers; to determine the extent of county government participation in recruitment and remuneration of ECD teachers; to investigate the level of supervision by county government and to establish the status of physical facilities in ECD centers in Bomet Central Sub-County. This study was guided by Piaget’s Constructivist Theory, a theory developed by Jean Piaget. Descriptive survey research design was adopted. The study utilized both qualitative and quantitative methodologies. The target population comprised of 143 head teachers and 183 ECD teachers from all the pre-schools in Bomet Central Sub-County. Purposive and simple random sampling techniques were used in the selection of the sample comprising of 52 head teachers and 68 ECD. The primary data was collected using questionnaires, and Observation Checklist. The researcher piloted the instruments among 10 head teachers and 10 ECDE teachers who were not included in the actual sample. Cronbach alpha was used to determine the consistency of scales used to measure study variables. The instruments produced a reliability coefficient of 0.785 and were thus deemed reliable. Data collected was both quantitative and qualitative. Quantitative data was analyzed with the assistance of statistical package for social scientists (SPSS version 20) and output presented in pie charts, graphs and frequency tables. Qualitative data was analyzed by building typologies and taxonomies as well as generation of concepts and themes that led to data reduction, data display as well as conclusion drawing and verification. The study established that the county government did not actively engage in the training of ECD teachers though they actively participated in employment of these teachers. It further established that the county government officials were not adequately equipped to handle inspection and assessment of ECDE services. It was established in the study that teachers in the county government were not paid adequate salaries. This led to high levels of demotivation and turnover of teachers. The study also established that the status of physical facilities in ECD centers in the county were not enough for all the children enrolled and were in in dilapidated state due to the fact that the county government was not involved in repairs and maintenance. Based on these findings the study recommends that county government need to partner with other players in the provision of financial support that will facilitate construction of permanent classes, provision of teaching and learning materials and other physical facilities that are required at the ECDE centers. It is the recommendation of the study that the county government should provide adequate and regular salaries for ECDE teachers. Adequate salary for the teachers will ease teachers’ financial constraints and will improve work conditions at the ECDE centers for proper implementation of ECDE programme. The study further recommends that the county government should enhance capacity building for effective supervision of ECD progammes. The county government also needs to invest heavily in the development and maintenance of the physical infrastructure in the ECDE centers.