Role of parental funding on provision of education resources in public pre- schools in Ngong and Ongata Rongai Divisions, Kajiado North District, Kenya
Kairu, Cecilia M
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Even though Early Childhood Education (ECE) has been recognized in Kenya as the foundation for EFA goals and the MDGs, the government has accorded little attention in regard to financing issues to spearhead the activities of ECE centres. In order for ECE centres to provide the necessary conditions for children’s holistic development, teachers should be well motivated and physical facilities conducive for working and learning. In addition the teaching/learning materials should be appropriate and available to the young children. The purpose of the study was to establish the role of the parental funding in provision of education resources in public pre-schools in Ngong and Ongata Rongai division. The objectives of the study were; to assess the role of the parental funding on the adequacy of pre- school infrastructure, to determine the role of parental funding on the availability of instructional materials in public pre-schools and to establish the extent to which the parents have been able to employ and remunerate pre- school teachers. The study findings were to shed light to the county government on the challenges the ECE centres were facing in terms of education resources and help them to make informed decisions. This work was based on education production theory. Using descriptive survey research design, primary data was sourced from 16 head teachers and 30 pre-school teachers. Questionnaires and observation checklist were used to collect the data. Data was analyzed using descriptive and inferential statistics. Among the key findings; the main challenge in the provision of early childhood education was inadequate finance. This has resulted in lack of provisions in the schools which was manifested in low payment for teachers, lack of adequate textbooks, adequate classrooms, recreational facilities, clean sanitation and sports activities. This has led to pathetic learning and physical environment in the ECE centres. The study recommended that the county government and communities work together to improve ECE learning/teaching environment as well as teachers’ terms and conditions of service.
CitationMaster of Education in Economics
University of NairobiDepartment of Education