https://kerd.ku.ac.ke/handle/123456789/9 2026-10-01T23:54:37Z https://kerd.ku.ac.ke/handle/123456789/1633 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 https://kerd.ku.ac.ke/handle/123456789/1470 The Educational Pursuits and Obstacles for Urban Refugee Students in Kenya. Karanja, Lucy The Sudanese refugee children in Nairobi, Kenya, face xenophobia and discriminative urban refugee policies, which preclude their admission into public elementary schools in the city. In turn, these children’s enrolment in private schools in Nairobi is hindered by their parents’ or guardians’ precarious socio-economic status. To enhance educational access for their children, a Sudanese refugee community in Nairobi established a school for their children, despite their economic deprivation. Thus, the current study investigated the educational experiences of the Sudanese refugee children at the Sudanese community school, by probing the multifaceted factors that produce and shape those experiences. The study’s findings show that the community school provides many Sudanese children in Nairobi with an opportunity to access education, and a welcoming and secure learning environment. However, poor school conditions and inadequate resources preclude the provision of high quality education. Additionally, the students’ deprived livelihoods in the city hamper their achievement to their fullest potential. Collaboration between the UNHCR, Kenyan government, and the urban Sudanese refugee community has the potential to improve these students’ learning conditions, and their future lives. An article in the International Journal for Cross-Disciplinary Subjects in Education (IJCDSE) 2010-09-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1466 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 https://kerd.ku.ac.ke/handle/123456789/1460 Factors Affecting Implementation of Early Childhood Development Education in Public Centres in Imenti South District, Kenya Muthaa, George Early Childhood serves the critical role of preparing young children for subsequent levels of Education. The study sought to determine the factors that affect the implementation of Early Childhood Development Education (ECDE) Programme in Imenti South District. Data were collected from a sample of 297 respondents comprising of ECDE teachers and CMC members. The instruments for data collection were questionnaires for ECDE teachers, focus group discussion for CMC members and observation schedules. The validity of the instruments was established through piloting and expert opinions. A reliability coefficient of 0.81 for ECDE teacher’s questionnaires was obtained using Spearman Brown Formula. The findings indicated that parents had a positive attitude towards ECDE programmes. The study recommends that the Government should provide the required physical facilities and teaching and learning materials to enable proper implementation of ECDE programme and ensure that the centers have the required ECDE teachers. The findings will also help the education managers to understand the challenges faced by ECDE sub-sector and help it to acquire its rightful status. An article in British Journal of Education, Society & Behavioural Science 2015-03-19T00:00:00Z