i AN ASSESSMENT OF FACTORS INFLUENCING THE IMPLEMENTATION OF EARLY CHILDHOOD DEVELOPMENT AND EDUCATION POLICY IN BUNGOMA COUNTY, KENYA BY VIOLET MUYOKA WANGILA A THESIS SUBMITTED TO THE DEPARTMENT OF CURRICULUM, INSTRUCTION AND EDUCATIONAL MEDIA, SCHOOL OF EDUCATION IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF THE DEGREE OF DOCTOR OF PHILOSOPHY IN EARLY CHILDHOOD AND PRIMARY EDUCATION MOI UNIVERSITY OCTOBER, 2017 ii DECLARATION Declaration by Student This thesis is my original work and has not been presented for a degree in this or any other University. No part of this thesis may be reproduced without permission of the author and/or Moi University. Signature: ________________________ Date: ___________________ Violet Muyoka Wangila EDU/DPHIL-CM/1015/12 Declaration by the Supervisors This thesis has been submitted with our permission as University supervisors. Signature: ______________________ Date: _____________________ Prof Jackson Too Department of Curriculum, Instruction and Educational Media School of Education ELDORET Signature: ________________________ Date: ______________________ Dr Carolyne Omulando Department of Curriculum, Instruction and Educational Media Moi University ELDORET iii ABSTRACT The early years of a child are extremely important because it is the fastest and most critical period of child growth. From birth to six years, the child’s brain should have fully developed. Hence, the central value of quality and well implemented Early Childhood Development and Education (ECDE) policy. The purpose of the study was to assess the factors influencing the implementation of ECDE policy in Bungoma County, Kenya. Study objectives were; assess the human resource capacity in the implementation of ECDE policy in Kenya, determine the nature of resources available in the implementation of the ECDE policy in Kenya, establish the nature of monitoring and evaluation in the implementation of the policy of ECDE in Kenya and the challenges influencing the implementation of the ECDE policy in Kenya. The study was based on the Contextual Implementation Theory (CIT) whose proponent is Toole. The study used a mixed research design, combining both qualitative and quantitative approaches, grounded within the pragmatism philosophical paradigm. The study population comprised, Quality Assurance and Standards Officers (QUASOs), the Head teachers, ECDE teachers and the non-teaching staff in respective Early Childhood Development Centres (ECDCs). The sample size of the study comprised 9 QUASOs, 27 head teachers, 81 teachers of ECDE and 27 non-teaching staff from selected public primary schools. The study utilised simple random sampling, stratified sampling and purposive sampling in choosing its study sample. The tools for data collection comprised the questionnaire for head teachers, non- teaching staff and QUASOs, focussed group interview schedule for the ECDE teachers, and the observation and document analysis schedules. The quantitative data was analysed using descriptive statistics: means, frequencies and percentages obtained through Statistical Package of Social Sciences and presented in tables and graphs. Qualitative data was analysed using content analysis procedures and then presented thematically according to the research objectives. The study established that ECDCs in Bungoma County had sufficient, qualified and trained ECDE teachers and head teachers had good leadership skills although ECDCs did not have enough non-teaching staff. Regarding the nature of resource materials used, the study established that they were not sufficient and the families were major sources of funding to ECDCs making it very difficult to run the programme effectively. Further, head teachers monitored the activities at the ECDCs closely leading to improved teaching and enrolment. QUASOs had increased their visits at the centres although they did not cover all the required areas of supervision. The study also identified a number of challenges that hindered policy implementation that included inadequacy of teaching/learning resources, socio-economic factors such as ill health of children financial constraints and lack of government good will. Based on the above findings, the study concluded that there are a number of factors affecting the implementation of the ECDE policy in Bungoma County. The study therefore recommends the following: County and the Central governments should fund ECDE to improve transition from ECDCs to class one, hire ECDE teachers on permanent and pensionable terms. Further, they should facilitate QUASOs to cover vast areas with ease and increase the number of visits to the ECDCs. They should also revise the Education act to cater for trained ECDE teachers with regard to their level of training. Lastly, the government should train non-teaching staff on safety operations and above all hire a qualified nurse for every ECDE centre. iv DEDICATION I dedicate this work to all those educators who are in pursuit of quality education in the field of Early Childhood and Primary Education in Kenya, my dear daughter Sharon Nekesa, my sons Brian Wekesa and Bramuel Walela, my husband Sylvester Wangila, my son in-law Phinehas Wanjohi and finally my sweet granddaughter Keira Wambui. She is the source of joy to our families and the symbol of unity between two communities with very distinct cultures. “Prof. Wambui,” as I refer to her from time to time, I hope this study inspires her to skyrocket to the greatest educational heights. v ACKNOWLEDGEMENT By claiming to have strictly used my own individual efforts in compiling this research proposal would be as good as denying myself blessings and running short of God’s glory. I am indebted to a number of people whose contributions have helped greatly in making of this piece. I therefore wish to express my deep gratitude to Moi University for according me an opportunity to undertake this programme. I owe my special respect to Prof Peter Barasa for his professional advice. I also wish to thank my Dean (SOE), Prof. Jonah Nyaga Kindiki for his intellectual guidance. I am obliged to register my appreciation to my supervisors Prof. Jackson Too and Dr. Carolyne Omulando who have wholeheartedly dedicated their time and scholarly guidance throughout the study. I want to accord Prof. Laban Ayiro my hearty and sincere gratitude. Being my advanced research lecturer, he inspired me in a very special way by the impartation of skills and knowledge in research. My special thanks also go to my family especially my husband for his financial, social and moral support during the entire process, my daughter Sharon who has always been my Ruth, and my sons Brian and Bramuel for being my Aaron and Ur respectively. Thanks to my nieces Sylvia Omondi, Veronica Namulunda Lillian Naliaka and Cynthia Nanjakho for believing in me. I would also like to appreciate my Spiritual father Bishop Dr. Christopher Netia for his spiritual and intellectual support and for being my Paul. Dad and mom, thanks for your love and prayers. My colleagues; Dr. Wanyonyi, ‘yaya’ Dr. Nasimiyu, just to mention but a few, thanks for the challenging and daring statements and every moment you allowed me to consult with you. To all my teachers, under the leadership of prof. Mukwa, I am short of words. You believed in me and always prophesied over my life since the time I joined Moi University for the first time in 2004 as an undergraduate. God bless you so a lot. My brother Stephen Samo thanks a lot for your statistical skills. God bless you all. vi TABLE OF CONTENTS DECLARATION..........................................................................................................ii ABSTRACT.................................................................................................................iii DEDICATION.............................................................................................................iv ACKNOWLEDGEMENT...........................................................................................v TABLE OF CONTENTS............................................................................................vi LIST OF TABLES........................................................................................................x LIST OF FIGURES.....................................................................................................xi OPERATIONAL DEFINITION OF TERMS..........................................................xii ABBREVIATIONS AND ACRONYMS..................................................................xiv CHAPTER ONE...........................................................................................................1 INTRODUCTION TO THE STUDY..........................................................................1 1.1 Introduction............................................................................................................1 1.2 Background of the Study.......................................................................................2 1.3 Statement of Problem.............................................................................................7 1.4 Purpose of the Study..............................................................................................9 1.5 Research Objectives...............................................................................................9 1.6 Research Questions.................................................................................................9 1.7 Justification of the Study.....................................................................................10