This collection contains bibliographic information and abstracts of researches on Pre-Primary education https://kerd.ku.ac.ke/handle/123456789/4 2026-08-10T04:51:56Z 2026-08-10T04:51:56Z Mweri, George Jefwa https://kerd.ku.ac.ke/handle/123456789/1715 2020-11-25T12:02:40Z 2016-01-01T00:00:00Z

The Acquisition of Kenyan Sign Language (KSL) and Its Significance as A Mother Tongue and Medium of Instruction in Schools for The Deaf in Kenya Mweri, George Jefwa University of Nairobi This paper outlines the importance of KSL in the teaching of deaf learners in Kenya by examining the acquisition and use of KSL in the family, school and the Kenyan society at large. It, therefore, argues for early intervention policies that would enable deaf children to acquire KSL early and calls for the immediate adoption of a bilingual approach to deaf education, thus creating a conducive environment for the use of KSL across the curriculum. Convinced that “to reject a child‟s language in the school or anywhere [else] is to reject the child”, (Cummins 2001) the paper argues that any meaningful education for the deaf in Kenya must take cognizance of the importance of their native tongue or mother tongue – i.e. Kenyan Sign Language (KSL). In spite of its recognition by the Constitution of Kenya 2010,it does not seem to have been embraced as the language of learning in schools for the deaf in Kenya. The proposal made in this paper is that KSL should become a medium of instruction in schools for the deaf and, as such, be used to teach language and other academic subjects, KSL itself as a subject, as well as KSL-teaching methodology courses for trainee teachers of the deaf. The paper demonstrates that the continued reluctance to use KSL as the mother tongue of the deaf in their education is largely to blame for the poor state of deaf education in Kenya, which has not given deaf Kenyans the opportunity to compete on an equal footing with their hearing counterparts in the country – making it a human rights issue. For deaf Kenyans to have equal access to the services offered by the larger society, their language – KSL, which is their mother tongue (L1), must occupy its deserved place in their lives, starting with their education. The adoption of the late-exit or developmental bilingual education approach is one way of doing this. To advance this view, the paper benefits from the social model of perception on disability and the human rights-based approach. A Research Article Published in The University of Nairobi Journal of Language and Linguistics

2016-01-01T00:00:00Z Achoka, J. S. K. Odebero, Stephen O. Maiyo, Julius K. Mualuko, Ndiku J. https://kerd.ku.ac.ke/handle/123456789/1714 2021-09-02T07:11:55Z 2007-01-01T00:00:00Z

Access to Basic Education in Kenya: Inherent Concerns Achoka, J. S. K.; Odebero, Stephen O.; Maiyo, Julius K.; Mualuko, Ndiku J. Basic education being the minimum education that every Kenyan must have for progressive existence in society is a crucial factor. That is why Kenya subscribes to the international protocol that established Education for All (EFA) in Jomtien, Thailand 1990 and the world education forum in Dakar, Senegal, 2000. Since then, the Kenya Government in her Education Sector Strategic Plan and Sessional paper No. 1 of 2005 has articulated how to attain goals for education. For instance early childhood education which tries to ensure development of the whole personality of the child’s physical, mental, and socioemotional attributes faces challenges such as lack of access to early childhood education mostly caused by poverty, regional and gender disparities, policy framework, and HIV/AIDS among others. At primary school level where children stay longest in the schooling years and they develop more motor skill, further cognitive skills along with higher socialization than the early childhood education level, has children failing to access education due to poverty, gender imbalances, regional imbalances among other concerns. Secondary education which creates a human resource base higher than the primary education along with training youth for further education and the world of work registers restriction to many children due to concerns of poverty, gender imbalances, insecurity regional disparity among others. This article articulates in detail the above concerns discussing their manifestations in Kenya. Conclusions are drawn and recommendations made on how to improve access to basic education in Kenya. Among the recommendations are: To make basic education free and compulsory, improve provision of health services, intensify fight against demeaning cultures, give special attention to children with disabilities, avail employment opportunities to the youth, assure security to all in conflict prone zones and tighten bursary disbursement procedures. A research Article published in Educational Research and Review

2007-01-01T00:00:00Z Wambui, Hellen Gathumbi, Anthony Mungai https://kerd.ku.ac.ke/handle/123456789/1673 2020-07-08T08:24:50Z 2019-01-01T00:00:00Z

Factors Affecting Implementation of Early Childhood Development Education in Public Centres in Imenti South District, Kenya Wambui, Hellen; Gathumbi, Anthony Mungai The purpose of this study was to determine factors that affect implementation of ECDE Programme in Imenti South District. Descriptive survey research design was used. Target population was 1260; 360 ECDE teachers and 900 CMC Members. Proportionate sampling method was used, 85 ECDE teachers and 212 CMC members the findings indicated that parents had a positive attitude towards ECDE programmes. The study established factors that affect ECDE implementation included inadequate teaching and learning resources, inadequate teachers, lack of playing grounds and toilets. Strategies used solve financial problems included community sensitization, fund raising, donations and C.D.F assistance. The study recommends that government should provide: funds to ECDE programme, required physical facilities, teaching and learning materials to enable proper implementation of ECDE, trained teachers and incorporate ECDE programme into mainstream of basic education. This will strengthen ECDE by providing quality basic Education and enable the policy makers to plan for the program. An Article Published in International Journal of Advanced Education and Research

2019-01-01T00:00:00Z Murundu, Zadock Obuchere https://kerd.ku.ac.ke/handle/123456789/1670 2020-07-08T08:12:28Z 2019-01-01T00:00:00Z

Quality Assurance Factors Influencing Implementation of Early Childhood Development and Education Curriculum Murundu, Zadock Obuchere Quality of education is determined by conditions of learning in institutions. There are real concerns raised by stakeholders regarding quality of education in Early Childhood Development and Education (ECDE) centers in Emuhaya Sub-County, Kenya. Factors contributing to poor quality assurance control in implementation of ECDE curriculum are yet to be established. The purpose of the study was to establish quality assurance factors influencing implementation of ECDE Curriculum in Emuhaya Sub County, Kenya. The study was based on descriptive survey design. It consisted of 196 teachers drawn from 98 ECDE Centres and 1Program Officer. Simple random sampling technique was used to select 65 teachers. Saturated sampling technique was used to select 1 program Officer. Data was collected by questionnaire, interview schedule and observation schedule. The study concluded that: ECDE Centres did not have adequate teaching - learning resources and facilities suitable for ECDE children. This inhibits implementation of ECDE Curriculum. The study recommends that; Intensive monitoring and evaluation system should be developed and implemented to enhance quality assurance by employing more ECDE Quality Assurance and Standards Officers to work hand in hand with The Program Officer in the process of manning ECDE subsector. An Article Published South Asian Research Journal of Business and Management

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