Browsing by Author "Bota, Kennedy Nyabuto"

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    Implementation of early childhood development education service standard guidelines on physical facilities in public and private early childhood education centres Kakamega County, Kenya
    (Journal of Early Child Development and Care, 2016) Sitati, Emmily Mugasia; Ndirangu, Mwangi; Bota, Kennedy Nyabuto; Rapongo, George
    childhood development education (ECDE) service standard guidelines to guide the ECDE stakeholders in provision of early childhood education (ECE) programmes. The study sought to investigate the implementation of the ECDE service standard guidelines on provision of physical facilities in ECE centres in Kakamega County. A descriptive survey design was adopted. Head teachers and ECE teacher were the study subjects. Structured questionnaires were used to collect data. The instruments were validated through expert judgement and pilot testing. The findings revealed that there were no significant differences in adherence to the government guidelines in provision of classrooms and furniture. Nonetheless, significant differences existed between the two categories in adherence to the government guidelines in provision of water and sanitary and play facilities. The study recommended that the MoE infrastructure fund should be extended to ECE centres.
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    Provision of Teaching/Learning Resources in the EarlyChildhoodEducationCentres in Kakamega County, Kenya.
    (IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 2017-01) Sitati, Emmily Mugasia; Bota, Kennedy Nyabuto; Mwangi, Ndirangu
    The early childhood education sector in Kenya does not receive direct funding from the government like the primary and secondary sectors. This then calls for stakeholders to provide finances for procurement of teaching/learning resources and other resources. The purpose of this study was to establish the provision of teaching/learning resources in ECE in Kenya. The study adopted a descriptive survey design to investigate this in Kakamega County, Kenya. Purposive sampling was used to select 3 sub-counties (30 % of the population). Proportionate stratified random sampling was used to select 30 % of the public and private ECEs to participate. Head teachers and one teacher from the selected each ECE participated in the study. However where more than one teacher was found in an ECE centre, simple random sampling through balloting was used to select the one to participate. The DEOs and DICECE Officers of the selected sub-counties were selected purposively to participate in the study. Structured questionnaires were used to collect data from the ECE head teachers and teachers, interview schedules from the DEOs and DICECE officers and observation schedules used to collect data on availability of teaching learning resources in the ECE centres. The instruments were validated through expert judgement and pilot-testing. Reliability was estimated using Cronbach‟s coefficient Alpha which was 0.80 and deemed adequate for the study. Both descriptive and inferential statistics were used to analyse data. The findings of the study revealedthatstakeholders had made good efforts to buy instructional materials in both the public and private ECE centres. The study recommends that the government should streamline ECE within the policy of free primary education and expand the school equipment production unit (SEPU) to institute ECE equipment and materials.
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    The Role of Stakeholders in Professional Development of ECE Teachers in Kakamega County, Kenya
    (Journal of Education and Practice, 2014) Sitati, Emmily Mugasia; Bota, Kennedy Nyabuto; Mwangi, Ndirangu
    Early Childhood Education (ECE) in Kenya does not receive direct government financial support as other sectors of education and therefore relies on a number of stakeholders for financial, human, physical and teaching/learning resources. The purpose of this study was to investigate the role of stakeholders in professional development of ECE teachers in Kakamega County, Kenya. The study adopted a descriptive survey design to investigate this. Purposive sampling was used to select 3 sub-counties which was approximately 30 % of the population. Proportionate stratified random sampling was used to select the participating ECE centres from the selected sub-counties. Thirty percent (30 %) of the public and private ECEs were sampled. Head teachers from each ECE participated in the study making a total of 62 and 122 head teachers from private and public ECE respectively. One teacher from the sampled ECE centres participated in the study. However where more than one teacher was found in an ECE centre, simple random sampling through balloting was used to select the one to participate. The DEOs and DICECE Officers of the selected sub-counties were selected purposively to participate in the study. The sample frame consisted of 184 head teachers, 184 teachers, 3 DEOs and 3 DICECE officers. Structured questionnaires were used to collect data from the ECE head teachers and teachers and interview schedules from the DEOs and DICECE officers. The instruments were validated through expert judgment and pilot-testing. Collected data was edited, organized in line with research questions, coded and analyzed using Statistical Package for Social Sciences (SPSS). Both descriptive and inferential statistics were used to analyze data. Findings were presented in frequency tables, charts and graphs. The findings of the study revealed that the sub-sector was dominated by females who are belied to be better in teaching children. The study further revealed that majority of the ECE teachers had met minimum qualification. The Ministry of education and parents were not keen on funding professional development of teachers and that individual teachers funded their own professional development. The study concluded that stakeholder’s role in professional development of ECE teachers was minimal. The study recommended that the government should expand the scholarship programs to cover ECE pupils and teacher trainees