https://kerd.ku.ac.ke/handle/123456789/58 2026-10-01T23:54:39Z https://kerd.ku.ac.ke/handle/123456789/1341 Reasons for Low Enrolments in Early Childhood Education in Kenya: The Parental Perspective Murungi, Catherine Gakii There is a continuous documented trend of low enrolments of children in the Early Childhood Education Centers in Kenya and these low enrolments continue to increase with the years. This study establishes the reasons for the low enrolments based on parental views and opinions. To document this, data is collected from 390 parents with children enrolled in pre-schools and parents with children not enrolled in pre-schools. A questionnaire with open-ended questions for parents is used. Data derived from the questionnaire is analyzed using descriptive statistics. The study recommends that the government of Kenya needs to subsidize the Early Childhood Education costs so that more children can enroll in these centers. An article in the International Journal of Education and Research 2013-05-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1340 Cost and Cost-Effectiveness of a Pre-Primary School Program in Kenya. Donfouet, Hermann Pythagore Pierre; Ngware, Moses; Hungi, Njora; Kitsao-Wekulo, Patricia We analyze the cost and cost-effectiveness of an early childhood development and education (ECDE) program in Kenya which aimed at preparing pre-primary children for primary school. A cluster randomized controlled trial design was used. Enrolled schools were provided with three different treatment packages that aimed at improving the instructional quality of ECDE centres complemented with a health component. We find that for every additional US$ 1 spent on the second treatment package, the intervention yields 0.16 extra percentage points in public ECDE centres over two years of participation. This translates to a cost of US$ 14.83 per child. Similarly, in private ECDE centres, results suggest that the yield of extra learning score per US$ 1 spent on the second treatment package is 0.36 percentage points, which translates to a cost of US$ 17.01 per child. Our findings indicate that combining the training of teachers, supervision staff, teacher support, books and teachers’ guides may be cost-effective. Hence, this pre-primary program could be scaled-up in different counties of Kenya. A working paper in Economics Working Paper Archive (University of Rennes 1 & University of Caen) 2018-10-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1336 Findings on Early Childhood Development and Education (ECDE) in Kenya from Tayari Wave 3 Evaluations J., Njagi Tayari is an early childhood development and education (ECDE) program that is being piloted by RTI, in partnership with the Ministry of Education (MoE) in four counties in Kenya, namely: Laikipia, Nairobi, Siaya and Uasin Gishu. The pilot program runs between 2016 and 2018, with plans to scale up to other counties if found to be impactful. The African Population and Health Research Center (APHRC) is conducting an independent evaluation to measure the impact and cost-effectiveness of the Tayari program. Data collection for the Tayari external evaluation is organized in two phases – Phase One and Phase Two. Each phase has two waves of data collection. Phase One which consisted of Wave One and Wave Two was conducted in 2016 while Phase Two which had Wave Three and Wave Four was conducted in 2017. Schools that were involved in data collection in Waves One and Two are referred to as Phase One schools. Those that participated for the first time in Wave Three will be referred to as Phase Two schools. Phase One schools participated in all four rounds of data collection (in 2016 and 2017) while Phase Two schools were involved in the two rounds of data collection in 2017. A briefing paper by the African Population and Health Research Center 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/849 Tayari Programme: Longitudinal Midterm Report for the Tayari Early Childhood Development and Education Programme. Kwayumba, Dunston; Piper, Benjamin; Oyanga, Arbogast; Oyagi, Moses The Tayari Early Childhood Development and Education Programme is an intervention implemented by the Kenyan Ministry of Education and four counties, with technical support from RTI International and funding from the Children’s Investment Fund Foundation (CIFF). Tayari is focused on designing, piloting and testing the cost effectiveness of investments to increase school readiness for children in Early Childhood Development and Education (ECDE) centres in the four counties. The Ministry of Education selected Uasin Gishu, Siaya, Laikipia and Nairobi counties for implementation in public ECDE centres and Nairobi Alternative Provision for Basic Education and Training (APBET) centres in nonformal settlements. To better understand the combination of interventions that have the largest impact on school readiness, Tayari is testing three different interventions. Treatment 1 focuses on providing instructional support and training to teachers teaching in pre-primary 1 (4-year-olds) and preprimary 2 (5-year-olds), using the ECDE approach implemented successfully elsewhere in Kenya, but without a formal impact evaluation. Treatment 2 provides the same amount of training and support to teachers, but also supplies teachers’ guides to teachers in four subjects and workbooks to PP1 and PP2 children in the subjects of language and mathematics. Treatment 3 offers the same investment as Treatment 2, but also supports the county health system to utilise the ECDE centres as a locus for their support for referrals and health record-keeping, with particular emphasis on lowcost, locally managed hand-washing support. The Tayari intervention is designed as a randomised controlled trial, with the African Population and Health Research Center (APHRC) as the external evaluator estimating the effect of the three treatment groups on school readiness. To complement the external evaluation of APHRC, the Tayari team is undertaking a longitudinal tracer study of children in control and Treatment 2 ECDE centres, to better understand how school readiness skills transition over time. The longitudinal study assessed randomly selected children during the January 2016 baseline, and is proceeding to follow them by reassessing the same children at the October 2016 midterm and the October 2017 endline assessment. For the midterm evaluation, if any selected child was not in attendance at school during the day of the midterm data collection, the Tayari team used the contact information collected at baseline, plus information available at the ECDE centre, to locate and assess that child. Attrition at the October 2016 midterm assessment was 11.2%. Using weighted data and multiple regression analysis to compare the gains in school readiness between Treatment 2 and control schools, we found that Tayari had a larger impact on school readiness at the October 2016 midterm assessment round than it was expected to have at the October 2017 endline. Longitudinal Midterm Report for the Tayari Early Childhood Development and Education Programme 2017-01-01T00:00:00Z