Challenges facing the provision of pre-school education in North Kinangop Division of Nyandarua County, Kenya

Abstract

The purpose of the study was to investigate the problems which bar effective provision of pre-school education in North Kinangop Division of Nyandarua South District. In its National Early Childhood Development Policy Framework of June 2006, the Government of Kenya has restated its commitment in recognition of the importance of early childhood education, as one of the most important sub-sectors for accelerating the attainment of Education For All (EFA) and the Millennium Development Goals (MDGs) (National Early Childhood Development Policy Framework, June 2006). The policy framework states that despite the tremendous effort by the Government of Kenya (GoK) and collaborating partners to improve the welfare of the Kenyan child. However, efforts have been fragmented and with little effect in Kinangop Division, the provision of early childhood development and education is characterized by a number of problems as most of the residents live in rural areas and are peasant farmers, who do not have enough knowledge about the importance of early childhood education. The rising households costs associated with the retrenchment of local government authority contributions to the pre-school system have affected many households and therefore, provision of Early Childhood Education is perceived as a luxury only preserved for the most affluent families (Master Plan on Education and Training, 1997-2010). The available data indicate that among other problems, the pupils per teacher ratio is 227:1 in Nyandarua District which is among the highest in the country and the Division being in Nyandarua District has its ratio too. In terms of unprofessionally untrained teachers in pre-schools, the statistics show that the wider Nyandarua District has 83%. The study used a descriptive design. The target population was all the 119 pre-schools in the division. The pre-schools were selected using systematic sampling technique; the research tools that were used in the study to elicit data were: Two self-administered questionnaires and one documentary analysis checklist. The documentary analysis checklist was to provide information regarding the available facilities, their number, condition and their use. The two administered questionnaires were served to the headteachers where the pre-schools were attached, and the other one to the pre-school teachers, and both were required to provide personal information on their qualifications and information pertaining to the pre-schools. The data obtained by the instruments were then analyzed.