Abstract:
This paper is based on a descriptive survey of the relationship between policy
framework governing ECDE and actual practices in Early Childhood Development
CeAntres (ECDCs) in Bungoma South District, Kenya. It examines the training that
teachers of ECDE underwent, the terms and conditions of their work, and head
teachers’ level of awareness on ECDE policy. A sample size of 40 ECDCs was used. All the head teachers of the selected ECDCs participated. The teachers were selected
through simple random sampling. Data was collected using questionnaires, interview
and observation schedules. Data analysis was done using descriptive statistics and
presented thematically. It emerged that policy framework governing ECDE
programme in Kenya was not being fully practiced in the District. Most teachers had a
certificate while a few had a diploma in ECDE. The training content was sufficient to
make teachers competent. However, majority had never attended refresher courses
since training. Moreover, most teachers did not enjoy harmonized terms and
conditions of services, though the conditions of services were emphasized during
inspection by QASOs. The study recommended facilitation of ECDE teachers by
educational officers, cooperation of parents, administration, community leaders and
MOE to improve the working conditions of ECDE teachers.
