Challenges faced by teachers in providing pre-school education in non-formal pre-schools in Kibera slums, Nairobi County
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Date
2014-09-11
Authors
Wachieni, Beatrice Wairimu
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Abstract
Pre-school education is critical for successful completion of primary and
secondary school education. It reduces engagement in high risk behaviors. The
quality of pre-school education especially from demographic groups that are
socially and economically disadvantaged is therefore crucial. The purpose of this
study was to investigate the challenges experienced by teachers in providing preschool
education in non-formal pre-schools in Kibera slums. The objectives of this
study were: To find out the possible challenges faced by pre-school teachers,
teacher/child ratio, the language of instruction, and the nature of physical facilities
in non-formal pre-school centres in Kibera slums. The study also sought to find
out whether the teachers teaching in non-formal pre-schools in Kibera slums were
trained and the possible solutions to the challenges in non-formal pre-school
centres. The study was guided by human capital development theory of Becker
(1994). The study adopted an exploratory research design that utilized qualitative
technique that enabled the researcher to obtain relevant data from sampled centres
and respondents. Thirty non-formal pre-schools were sampled using simple
random technique. This was 50% of the targeted population of sixty non-formal
pre-schools. From each sampled pre-school, one teacher was randomly sampled.
The instruments used in data collection were questionnaires for teachers and
observation schedules. Piloting was done in two non-formal pre-schools that were
randomly sampled within Kibera slums. All the pre-school teachers returned their
filled in questionnaires. Data collected were analyzed qualitatively using themes.
Kibera slums had poorly built classrooms in non-formal pre-school centres most of
which were iron sheet or mud-walled. The environment in the non-formal preschool
centres was found to be very poor. Children in the non-formal pre-school
centres were of different ages. The teacher/child ratio was established to be 1:52.
The centres also had no places for children to play. Teachers used Kiswahili as the
language of instructions but most of them were not professionally trained in
ECDE. The study recommends that the government should come up with
strategies of inspecting classrooms used in non-formal pre-schools. Training
programmes for pre-school teachers in the non-formal pre-school centres in the
slums that would suit their financial abilities were also recommended. The study
recommends that a study be carried out on the kind of curriculum offered in the
non-formal pre-school centres. The study also recommends a study on challenges
faced by teachers in formal pre-school centres in Kibera slums.
Description
Department of Early Childhood Studies, 67p. 2014, LB 1140.2 .K4W32