Role of county government in implementing pre-primary school education in Machakos County, Kenya

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dc.contributor.authorKiilu, Benedette Mukonyo
dc.date.accessioned2018-11-30T07:52:15Z
dc.date.available2018-11-30T07:52:15Z
dc.date.issued2018
dc.descriptionProject report submitted in partial fulfillment for the award of the degree of masters education in (early childhood studies) in the school of education, Kenyatta university July, 2018en_US
dc.description.abstractIn Kenya, a great deal has been realized in the education sector through the Ministry of Education Science and Technology (MoEST), development partners, communities and parental investment in the ECDE. However, despite these accomplishments, getting access to Early Childhood Development Education (ECDE) services has remained low in Kenyan with 65% of the children 3-6 years currently not able to access Early Childhood Education (ECD) services. This study sought to examine the role that is played by County Governments in the implementation of pre-primary education using Machakos County as the representative of the devolved units. The purpose of this study was to establish the role of County Government in implementing pre-primary school education as a devolved function. The study was guided by Robert Merton’s Role Theory. The research adopted a descriptive research design utilizing a mixed methods research approach. The reason for using this design was to enable the researcher collect data from a wide area within a short time. The target population for this study was 24 County education staff in eight (8) Sub-Counties and 1483 teachers. The sample size for the teachers was determined using a simple random sampling whereby 30% of the total population was selected. Thus the sample size for the research was 445 teachers and 24 county education staff. Owing to the small number of County education staff, the whole population was censured. The study utilized both structured and semi-structured questionnaire in the collection of data and a key informant interview guide. The collected data was edited, sorted and coded for both descriptive and inferential statistical analysis. The analysed data was presented in charts, figures, percentages, frequencies, standard deviations, means and regression models. The study found a significant positive relationship between the study variables. Recruitment of ECD teachers positively and significantly predicted implementation of pre-primary education, β = .420, t = 2.273, p < .000. Supervision positively and significantly predicted implementation of pre-primary education, β = .367, t = 2.289, p < .000. In addition, facilities provision positively and significantly predicted implementation of pre-primary education, β = .407, t = 2.092, p < .000. The study concluded that there was a positive relationship between recruitment of ECD teachers, supervision of ECD teachers and facilities provision with implementation of pre-primary education. The study recommended that more teachers need to be employed by Machakos county government to cater for the high numbers of pre-primary children in the county and that supervision in the county should be put in place and needed be done within the set guidelinesen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18822
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleRole of county government in implementing pre-primary school education in Machakos County, Kenyaen_US
dc.typeThesisen_US
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