https://kerd.ku.ac.ke/handle/123456789/7 Sat, 01 Aug 2026 10:59:18 GMT 2026-08-01T10:59:18Z https://kerd.ku.ac.ke/handle/123456789/1673 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 Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1673 2019-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1670 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 Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1670 2019-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1668 The Future of Music Education in Kenya: Implementation of Curriculum and Instructional Teaching Strategies Mochere, Joyce M. This paper is an evaluation of the parameters of the concept of music curriculum that examines principles underlying the teaching and learning of music. The paper also discusses the practical nature of music education and the need for experiential learning. Music educators worldwide advocate for methods that allow for discovery learning and hence nurture creativity. Findings of other studies in this paper reveal a state of apathy toward music in Kenya and majority of teachers are handicapped in handling music in general. These studies also reveal a weakness in methodologies of teaching music and under-utilization of available resources in music teaching. In all cases, it is conceptualized that music is dismally performed due to the perennial challenges in the curriculum implementation. The study is a focus on Nairobi County, Kenya where secondary schools both private and public teaching and learning music were involved. A descriptive survey was conducted on both groups. Purposive sampling was used to select 23 schools that offer music and 23 music teachers that teach music in Nairobi County. Music students were selected using simple random sampling. A total number of 180 out of 360 form three music students and 23 teachers participated in the study. Data was collected using questionnaires, classroom observation schedule and focus group discussions. Content analysis was also done to establish some of the strategies as advocated by theorists in music education. Data was then analyzed using descriptive statistics and computation of the empirical data done using statistical package for the social sciences (SPSS). An Article Published Journal of Education and Practice Sun, 01 Jan 2017 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1668 2017-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1665 School Based Factors Influencing Implementation of Early Childhood Development and Education Curriculum Murundu, Zadock Obuchere; Indoshi, Francis Chisikwa; Okello, Michael Conditions of learning are crucial in determining quality of education. There are real concerns raised by stakeholders regarding the quality of education in Early Childhood Development and Education (ECDE) centers in Emuhaya District in Kenya. Factors contributing to poor implementation of the curriculum in the ECDE centers are yet to be established. The purpose of this study was to establish the school factors influencing implementation of ECDE Curriculum. The study involved 65 ECDE teachers drawn from 32 ECDE centres in Emuhaya District, Kenya selected by simple random technique. It was based on descriptive survey design. Data were collected by questionnaires and focused group discussion guide. The study found that lack of suitable teaching and learning resources, inappropriate diet, understaffing, inappropriate medium of instruction and teacher-child ratio, and poor grouping practices were the factors hindering effective implementation of the curriculum in ECDE centers. The study recommends that a program should be designed to build community capacities for the development and equipment of ECDE centres in partnership with the government and other stakeholders. An Article Published in Educational Research Journal Fri, 01 Jan 2010 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1665 2010-01-01T00:00:00Z