https://kerd.ku.ac.ke/handle/123456789/60 2026-10-01T23:54:35Z 2026-10-01T23:54:35Z Ministry of Education https://kerd.ku.ac.ke/handle/123456789/1633 2020-07-07T08:26:55Z 2018-01-01T00:00:00Z

National Education Sector Strategic Plan for the Period 2018 – 2022 Ministry of Education This NESSP 2018-2022 outlines policy priorities, programmes and strategies for the Ministry of Education over the next five years. It covers the following sub-sectors: Pre-Primary Education, Primary Education, Secondary, Adult and Continuing Education, Technical and Vocational Education and Training (TVET), University Education, Special Needs Education, and Teacher Education. There are also programmes related to National Qualifications Framework, Quality Assurance and Standards, as well as Science, Technology and Innovations. The Plan is divided into five chapters. The first chapter provides an analysis of issues that have an implication on education in Kenya, including Kenya’s demographic, macro-economic and social indicators, as well as the humanitarian context. Four in every ten Kenyans are of pre-school, primary and secondary school going age (that is age 4-17 years). In relation to the economy, the size of the economy has grown from GDP of about KES 4.8 trillion in 2013 to about KES 8.9 trillion in 2018. There are also improvements in a number of social indicators. For instance, Kenya’s Human Development Index (HDI) increased from 0.53 in 2010 to 0.555 in 2015 and further to 0.59 in 2017 with life expectancy at birth increasing from 62.9 years in 2010 to 66.6 years in 2015 and 67.3 years in 2017. Kenya is also ranked as one of the countries with the highest number of refugees, with close to 155,000 school going children among them. A strategic plan for the period of 2018 to 2022 by ministry of education

2018-01-01T00:00:00Z Jacklyne, Nondi Achola Benson, Odongo Washianga, Washington https://kerd.ku.ac.ke/handle/123456789/1466 2020-08-07T06:38:54Z 2018-07-01T00:00:00Z

Preschool Teachers’ Perception on the Effects of Insecurity in Learners’ Access to Early Childhood Development Centers Jacklyne, Nondi Achola; Benson, Odongo; Washianga, Washington The purpose for this study was to explore Preschool teachers’ perception on the effects of insecurity in Learners’ access to Early Childhood Education Centers. Objective was to determine teacher’s perception on the effects of insecurity in learners’ access to ECDE centers. Phenomenological research design was employed in the study. Utilizing a theoretical lens, this study targeted 254 respondents that consisted of 53 head teachers, 120 ECDE teachers, 80 Parents and a sub county ECDE officer. The sample constituted of 16 head teachers, 36 ECDE teachers, 24 Parents and a sub county ECDE officer selected through Stratified sampling, purposive and saturated sampling techniques. Interview schedule, Focus Group Discussion Guide and Document Analysis Guide were used to collect data. Trustworthiness and authenticity of qualitative data was enhanced by using multiple sources. Data was analyzed thematically. The findings of the study may provide greater insight to both the National and County governments to adopt a holistic approach aimed at adhering to safety standards and guidelines in schools. The study found out that insecurity has reduced expected returns to early childhood schooling in Garissa since education is unlikely to be viewed as a value-enhancing commodity in a conflict-prone area as well as problems in harmonization of school calendars. It was also found out that teachers who felt unsafe at school due to potential violence tended to be unmotivated and less committed to their job. The study concluded that insecurity was a really problem to quality preschool education. The study recommended that Garissa County government should enforce regulation on establishment of ECDE centres that can easily be monitored and provided with sufficient security in Garissa, cultural sensitization should be done by the local teachers and experienced non-local teachers to new non-local recruits to address this issue. A study on implementation of security and guidelines in preprimary schools would expound the understanding of the current study. An article in the International Journal of Novel Research in Education and Learning

2018-07-01T00:00:00Z Paul, Odundo Amollo https://kerd.ku.ac.ke/handle/123456789/1457 2020-07-01T08:19:43Z 2018-07-20T00:00:00Z

Devolution of Early Childhood Development and Education in Kenya: Improvement in the Status of Infrastructural Facilities and Its Influence on Enrolment in Siaya County Paul, Odundo Amollo The Kenyan Constitution devolves to County governments the responsibility to deliver quality Early Childhood Development and Education (ECDE) services. This study focused on determining infrastructural facilities that influenced ECDE enrolment during the first three years of devolution, viz. 2013/14, 2014/15 and 2015/16. Its purpose was influence County Government’s investment decisions in ECDE infrastructural facilities, as well as contribute to relevant policy discourses and stimulate research in developing countries. Quantitative data were sourced from 145 participants, including education officers, administrators and teachers; while qualitative data were obtained from 12 participants including senior education officers, non-governmental agencies and head teachers of primary schools hosting ECDE centres. Results show that the extent of increase in ECDE enrolment significantly associated with improvement in the status of classrooms (χ2 = 30.453, df = 8 & ρ-value = 0.000); and furniture (χ2 = 25.938, df = 8 & ρ-value = 0.001). However, no significant association existed between the extent of increase in ECDE enrolment and improvement in the status of: sanitation facilities (χ 2 = 3.057, df = 8 & ρ-value = 0.931); outdoor play equipment (χ2 = 1.609, df = 6 & ρ-value = 0.925); as well as assistive facilities (χ2 = 2.840, df = 6 & ρ-value = 0.829). Of the five infrastructural facilities, only classrooms and furniture improved to the extent of causing a significant influence on enrolment. The results amplify the need for the County Government to broaden the scope of infrastructural facilities considered in the investment plan for public ECDE centres to provide holistic development to children; thereby, build a strong foundation for lifelong educational attainment and socio-economic development. An article in the Journal of Education and Training

2018-07-20T00:00:00Z Neuman, Michelle J. Devercelli, Amanda E. https://kerd.ku.ac.ke/handle/123456789/1455 2020-07-01T08:08:13Z 2012-11-01T00:00:00Z

Early Childhood Policies in Sub-Saharan Africa: Challenges and Opportunities Neuman, Michelle J.; Devercelli, Amanda E. In recent years, increasing priority has been placed on the development of national intersectoral early childhood development (ECD) policies in Sub-Saharan Africa. This paper reviews the role of national ECD policies to promote young children’s access to key early childhood services. We discuss the proliferation of national ECD policies in Sub-Saharan Africa in the last decade and argue that for most countries, these documents can be useful, but are not sufficient without proper implementation and enforcement. We look specifically at the different ECD policies and institutional arrangements in four countries in East Africa: Ethiopia, Kenya, Tanzania and Uganda and draw out some cross-country lessons for moving from policy development to implementation. An article in the International Journal of Child Care and Education Policy

2012-11-01T00:00:00Z