Abstract:
In 2006, Kenya government introduced the Early Childhood Development (ECD) policy to be implemented by the
Ministry of Education. A mixed method approach is applied to study the implementation. Data were collected
through interviews, questionnaires and observations at ECD centers. Findings indicate that the ECD policy has
achieved gains including teacher employment and enhanced quality education standards. Comparatively,
learning outcomes indicate that teacher student ratio impact education outcomes significantly. Results indicate
that government should consider prioritization of teacher employment and training them on ECD policy
standards. Parents and communities should take part in the improvement of ECD class infrastructure especially
in rural areas where ECD is mainly provided in public facilities.
