https://kerd.ku.ac.ke/handle/123456789/56 Thu, 01 Oct 2026 23:57:55 GMT 2026-10-01T23:57:55Z 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 Thu, 19 Mar 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1460 2015-03-19T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1446 Teachers' Awareness and Ability to Implement NACECE Curriculum in Uasin Gishu County, Kenya J., Roselyne Koskei This paper is based on a descriptive survey of the factors influencing the implementation of National Centre of Early Childhood Education (NACECE) curriculum in Kesses Division of Uasin Gishu County, Kenya. The paper explores the teachers' competency and clarity on the NACECE curriculum implementation. The survey involved 32 out of 106 Early Childhood Development (ECD) centres selected using simple random sampling. The respondents included parents and head-teachers from the selected schools, DICECE programme officer (1), Quality Assurance and Standards Officers (QASOs) (4), District Education Officers (DEOs) (1), TAC tutor (1), who were sampled purposively. Data was collected by use of questionnaires, observation schedules, interview schedules and document analysis. Descriptive statistics, percentages and frequencies were used to analyze data. It was found that the Early Childhood Development curriculum by NACECE was not adequately implemented as it was initially designed and conceptualized. This was attributed to lack of clarity and awareness about the curriculum, lack of and poor usage of necessary facilities and materials among others. The study recommended that the quality of teachers to be employed in pre-schools be improved and regular seminars and refresher courses mounted for them to appraise their skills and knowledge. An article in the Journal of Emerging Trends in Educational Research and Policy Studies Mon, 01 Apr 2013 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1446 2013-04-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1318 Implementation of the New Curriculum (2-6-3-3-3) In Kenya Maluei, Samson Kiprop Education system in Kenya started in 1728. In 1967, EAC adopted7-4-2-3education system. EAC collapsed in the year 1977 but Kenya Government continued with the education system but changed the name of the examinations. The post-independence 7-4-2-3 system was replaced in 1985 by the 8-4-4 system, a curriculum that was thought to encourage innovation and self-reliance. This curriculum underwent several changes with abandonment of some subjects and syllabus modification to reduce workload. 34 years later, the government of Kenya saw the need to change education system, and formed the Douglas Odhiambo task force, which was mandated to propose the best model of addressing shortcomings of 8-4-4 system. The ministry of education also developed a policy statement on December 2015 that paved way to the 2-6-3-3-3 curriculum (Curriculum Reform Policy, December 2015) .The new curriculum has been adopted in pre-primary school and has been rolled out in January 2019. This paper examines the position of implementation of the new education curriculum in Kenya following a series of implementation plans, piloting and the challenges drawn from the previous education system An article in IOSR Journal of Business and Management (IOSR-JBM) Wed, 01 May 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1318 2019-05-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1315 External Report on Curriculum Reform Pilot Implementation in Kenya IBE-UNESCO A seven‐month pilot implementation of a competency‐based curriculum2 was subjected to a combined the KICD (Kenyan Institute of Curriculum Design) and external monitoring and evaluation (M&E) process at midpoint of the pilot in the week of 3‐7 July 2017. The initial pilot was for Pre‐Primary 1 and 2 (PP1 and PP2, ages 4‐5), or Primary 1 and 2 (ages 6‐7) where Pre‐Primary was not offered. Of Kenya’s roughly 25 thousand primary schools, 470 participated in the pilot, or almost 2 percent of the total. The sampling objective was to cover all counties in the country, proportionally representing public and private, urban and rural, and boarding and day schools (all of which follow the national curriculum) plus special schools where possible e.g. for the deaf and for the mentally challenged.3 The main M&E was handled by the KICD research team for the full sample; the external M&E was executed within the KICD exercise by the IBE‐UNESCO team, in a random sub‐ set of participating schools in the Mount Kenya region (Nyeri, Kirinyaga, Kerugoya counties). This is a fairly heavily populated agricultural area about 150 km out of Nairobi, which we chose because of the range of school types available and the relative proximity of schools to one another which would allow us to visit a maximum number in the time available. We visited 14 schools, including one for deaf and one for mentally disadvantaged, interviewing 43 pilot program teachers and in addition five parents of children participating in the pilot program. The format of our work was to accompany a KICD official to each school, interviewing teachers and others individually using the KICD questionnaire but with supplementary questions of our own, and in addition inspecting classrooms for signs of learning activities typical of the competency reform (learning corners, local learning materials, furniture adaptable to group and pair work) and observing actual lessons when possible A technical report on Curriculum Reform Pilot Implementation in Kenya IBE-UNESCO Mon, 03 Jul 2017 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1315 2017-07-03T00:00:00Z