Professional Documents
Culture Documents
1745-5642
1090-1027
UJEC
Journal
of Early Childhood Teacher Education
Education, Vol. 30, No. 3, July 2009: pp. 120
Teacher
T.
Mbugua
Training in Kenya
TATA MBUGUA
University of Scranton, Scranton, Pennsylvania, USA
The training of early childhood development and education (ECDE) teachers in Kenya
remains a priority in recognition of the vital role well-trained professionals play in the
quality of early childhood experiences for children ages 0+ to 5+. This article provides a detailed overview of the current structure and training of ECDE professionals,
including pedagogical strategies and curricular guidelines. Specific attention is given
to the Ministry of Education, Science and Technologys intersectoral framework for
stakeholders and the holistic, child-centered, multidimensional approach to coordinated early childhood development and education. A cross-section of challenges to
training ECDE teachers and recommendations are offered.
Introduction
Twenty-first-century initiatives for early childhood education and development have
gained momentum in many countries with a two-pronged focus: prioritizing early childhood education as a foundation for later learning and success (UNESCO/OECD, 2004b)
and preparing highly qualified teachers of young children. Subsequently, the importance
of Early Childhood Development (ECD) is supported by empirical research findings that
continue to underscore the importance of ECD in laying the foundation for the later success across the life span, from childhood through adolescence to adulthood (Charlesworth,
2004; Heckman, 1999; Junn & Boyatzis, 2007).
A brief overview of international commitments concerning early childhood care and
education can be traced in three documents that have been signed by many countries of the
world calling for action to ensure that childrens needs are met, and that growth and development are promoted. These documents are the Convention on the Rights of the Child, the
World Conference on Education for All (EFA), and the World Summit for Children. The
World Conference on Education for All, adopted in Jomtien, Thailand, in 1990 was a declaration that highlighted the fundamental principle that learning begins at birth. Subsequent progress made during the 1990s included the World Education Forum that took
place in Dakar, Senegal. There, an EFA Framework of Action was adopted, which highlighted improving early childhood care and education as the first among six EFA goals
(UNESCO/OECD, 2005; UNICEF, 2002). This goal expressed a worldwide commitment
for expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. But expansion and improvement
need to be based on elements that add up to quality, such as well-trained teachers; low
teacherstudent ratios; safe, stimulating surroundings; and strong ties between staff and
Received 1 December 2008; accepted 29 January 2009.
Address correspondence to Tata Mbugua, Education Department, University of Scranton,
MGH 145, 800 Linden St., Scranton, PA 18510, USA. E-mail: Mbuguat2@scranton.edu
220
221
families, so [that] children know there is loving continuity in their lives (Hancock &
Wingert, 1997, p. 36).
222
T. Mbugua
Table 1
Trend in enrollment and teacher recruitment in preschools
(Kenya Institute of Education, 2005)
Year
Number of
teachers
Trained
teachers
Untrained
teachers
% of Trained
teachers
1968
1976
1986
1991
2000
2001
2002
5,184
8,453
16,182
24,809
42,609
45,619
51,596
5,119
8,595
19,408
21,508
25,452
11,431
16,214
23,201
24,111
26,144
31.6
34.6
45.5
47.1
49.3
for the government to expand its vision on early childhood. The main focus of this initiative was on teacher training and community capacity building for service delivery. As a
consequence, DICECE training centers grew from 9 in 1985 to 31 by 2003, with each
center graduating about 100 teachers every 2 years (MOE, 2004). Additionally, due to the
governments intersectoral collaboration, the number of private training providers
also rose. Private organizations registered by the Ministry of Education, Science and
Technology (MOEST) to provide ECD training for preschool teachers numbered 49 by
2004. Nonetheless, parents and local communities provide the greatest support for ECD
services through preschool committees followed by NGOs, mainly religious-based and
private organizations (MOE, 2006a).
Although the increased demand for early childhood care development and education
has created a need for training programs for early childhood teachers and caregivers,
Table 1 reflects a high number of untrained ECDE teachers by 2002 (49.3%), prompting
Mwais (2003) contention that many early childhood education teaching posts are filled
with untrained teachers. This suggests that the professional training of the ECDE teacher,
which is of paramount importance, is still a work in progress in Kenya.
There is a paucity of systematic research and current data about specific programs that
offer training for teachers of early childhood development and education personnel and for
early childhood education teachers. Since many studies indicate that the average quality of
care for young children is inadequate, the importance of training early childhood teachers
has become increasingly important (Adams & Swadener, 2000; Mwai, 2003; Wortham,
1998). The emphasis has been quality as a significant component in any dimension of
training early childhood professionals (Gonzalez-Mena, 2000; Mbugua, 2004; PDE, 2008).
Underscoring the vital role well-trained ECE teachers play in the quality of early childhood
experiences, longitudinal studies show that better quality child care is associated with better
cognitive and social outcomes for children (McDevitt & Ormrod, 2007).
223
Childhood Development (ECD) is the term used in Kenya to refer to the discipline concerned with the care, development and learning of young children ages 0+ to 5+ years
(UNESCO/OECD, 2005).
This broad definition is bifurcated in Kenya to reflect two basic categories that highlight the purposes of training early childhood education professionals. First, there is the
broad definition of early childhood education as articulated above. The scope of children
served by ECE is typically birth through age 8. This training takes place at the university
level at both Kenyatta and Moi Universities in Kenya. Second, there is early childhood
development and education, which primarily caters to children birth through age 5. This is
a definition that goes beyond the provision of education and stimulation for young children. It encompasses the provision of social, health, and psychological needs of a child in
holistic approach (MOE, 2006a). This level of training takes place within District Centers
for Early Childhood Education.
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Custodial care
and early
stimulation
MOEST
Madrassa
2 + to 5 +
2 + to 5 +
Nairobi only Rural/urban
Day nursery
MOEST
MOEST
2-year preservice
and 1-year
in-service*
Play group
No requirement
None
2-year
in-service*
No
requirement
0 + to 3
2 + to 5 +
Urban slums/arid Rich urban
or semi-arid
areas
Custodial care
Custodial care
and early
and early
stimulation
stimulation
Home-based
care center
2-year
Integrated Islamic On-the-job
training and
in-service*
Education
a few short
Program (IIEP)
courses
induction
MOEST
MOEST
None
Care/ religious
Custodial
Preprimary
Custodial care,
education
care and
education, some
early stimulation,
early
early stimulation
preprimary
stimulation
education
To be Koranic
Secondary
Secondary
Secondary
teachers
education
education
education
(12 years of
(12 years of
(12 years of
schooling)
schooling)
schooling)
*Some teachers are trained through 1-year preservice training of the Kenya.
Headmistresses Kindergarten Association and Montessori.
Responsible
ministryauthority
Kinder-garten
3 + to 5 +
5 + (reception class) 2 + to 5 +
Rural/plantations Schools in
Rich urban
Nairobi only
Preschool unit
Primary or
Required
secondary
qualification
education
level for
(8 or 12 years
teachers
of schooling)
depending on
the area
Training
2-year in-service 2-year*
Focus
Child age
Location
Nursery school
(largest service)
Table 2
Profiles of key early childhood services within the ECD program (NACECE, 2004)
225
counted as eight units or the equivalent of 300 hours. The trainee submits a one-month
written observation journal.
In addition, the trainees prepare a final research project of 105 hours. This project is
assessed by the institution offering the Diploma course and the marks are forwarded to
Kenya National Examinations Council. This Diploma course is designed to run for the
duration of 780 contact hours and 300 hours of student teaching. The overarching goal of
the units design is praxis, linking theory to practice by providing trainees with the theory
of child development and stimulation and an opportunity to work with communities and
children in ECD programs. All trainees are trained to use the ECDE Guidelines to enhance
teachinglearning processes and provide for holistic development of children in preschools. The Diploma course further serves two important roles: (a) it fills the gap
between ECDE certificate and the ECE degree program, and (b) it provides an opportunity
for upward mobility in the ECDE program. An alternative course targeting trainees who
do not qualify for the regular ECDE diploma course is also offered as well as an Islamic
Integrated Education Program (IIEP) targeting Koranic teachers at Madrassa (Muslim)
preschools.
The entry requirements to the ECDE training program involve any one of the following:
(a) A minimum of KCSE Grade C plain, (b) Long service as an ECD teacher with a
KNEC proficiency examination certificate, (c) A DICECE or Kindergarten Headmistress
Association or Montessori certificate with at least a D+ in KCSE, and (d) a P1 certificate
for primary school teachers.
226
T. Mbugua
he/she is providing training. The ECDE trainers program trains the preschool teachers in
participatory methods, which are nondidactic teaching that include problem-solving, discussion, and active learning. The training entails a 9-month induction course, which is
provided by NACECE. This includes three one-month residential sessions focusing on a
variety of pedagogical strategies. These strategies include group discussions, role-playing,
practical activities, and demonstrations (MOE, 2004). The majority of ECDE teachers
hold bachelors degrees in ECE from universities, while persons who hold masters and/or
doctoral degrees in ECE train ECE trainees at these institutions of higher education. In
order to cater to all categories of children attending ECD centers in the country, the ECDE
trainers generally follow a syllabus that is divided into three levels: Level I (baby care) for
children 3 years and below; Level II (preprimary 1) for children age 4 years; Level III
(preprimary 2) for children age 5 years. The overarching goal of the training is that ECD
teachers and their trainers should acquire full knowledge of the multidimensional aspects
of child development.
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are those in especially difficult circumstances such as street children, orphans, HIV/AIDS
infected and affected children, and children of urban poor who live in slum areas. It is the
responsibility of ECDE professionals to advocate for these children as well.
Recommendations
The government and relevant stakeholders should come together to develop a policy
framework for increasing access to ECD services and enhancing equity for vulnerable
children, including HIV/AIDS orphans. The government should also make preschool education for age 5+ free and compulsory, and pay the salaries of teachers who handle these
228
T. Mbugua
Conclusions
The progress achieved in ECDE teacher training in Kenya to date remains the highest
amongst other African countries. This can be attributed to the MOESTs focused goal of
adopting an intersectoral approach to ECDE. While there are some challenges being
faced, such as access to ECDE by children in disadvantaged situations, preschool teacher
salaries, parental pressure for academic curriculum, and the danger of reversing the ECDE
enrollment trends as a consequence of free primary education, the Kenya government continues to stay proactive in ensuring the existence of KIE, NACECE, and DICECE for the
delivery of quality ECDE teacher training. It should be noted that at the tertiary level,
since 1995, Kenyatta University has been offering degrees in early childhood education,
with most of the graduates being employed at DICECE and by international organizations.
Other opportunities opened up by Kenyatta University include a masters degree in education and degrees in early childhood studies at the doctoral level. In response to the demand
for early childhood development and education, Moi and Nairobi universities have followed suit by starting degree programs in early childhood education, thus continuing the
trend of training high quality ECDE teachers.
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