Implementation Service Providers Predicts the Acquisition of Basic Core Competencies among Learners in Kenya
Risper Kerubo Onchiri *
School of Education, Humanities & Social Sciences, Jaramogi Oginga Odinga University of Science and Technology, Kenya.
Benson Charles Odongo
School of Education, Humanities & Social Sciences, Jaramogi Oginga Odinga University of Science and Technology, Kenya.
Charles Makori Omoke
School of Education, Humanities & Social Sciences, Jaramogi Oginga Odinga University of Science and Technology, Kenya.
*Author to whom correspondence should be addressed.
Abstract
The purpose of this study is to assess the extent of implementation service providers suitability pre-primary policy guidelines predicts the acquisition of basic core competencies among pre-primary learners in Kenya. The study target population consisted of 37 primary head teachers and 93 pre-primary teachers, one County Director of early childhood and 2 Quality Assurance Officers in Early Childhood in Kisii Central Sub- County. Saturated technique was used to select the whole population as sample size. The face, construct, and content validity of the instruments was determined through the expert judgement of university supervisors. Reliability of the research instruments was determined by test-retest method and a reliability coefficient of 0.734 was reported. Questionnaires, interview schedule, and document analysis was administered to collect data. Quantitative data was analysed using inferential statistics such as Pearson correlation coefficient. Qualitative data was analysed using thematic analysis. The results reported that service providers’ suitability, as measured by the four aspects, is indeed a significant predictor of acquisition of core basic competencies among learners in ECD centres, F (4, 88)=18.797, p=.000. The high (> 1.96) value of F suggests that the variability in acquisition of core basic competencies among learners in ECD centres is not by chance but because of the differences in service providers’ suitability within the ECD centres. The ministry of education in both national and county government should hire more trained ECDE teachers to limit the teacher-child ratio and encourage good learning among children. This will also encourage good teacher – child contact and conform with the teacher child ratio policy and guidelines in pre-primary schools.
Keywords: Implementation service providers, acquisition, basic core competencies, learners, Kenya
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