disagreed with the statements given. They were to indicate on a scale of 1-4 with 1=strongly agree, 2=agree, 3=disagree, 4=strongly disagree. The response is summarized in table 4.7.
Table 4.7: Measures to Improve Quality of ECE teacher Training Programmes Measures to Improve Quality of ECE teacher Training
Programmes Mean
Std. Deviation There is more the college can do to improve the quality of
teaching and learning 1.481 0.954
I fear some of the graduates from our college cannot handle
children with special needs 2.426 0.655
Certificates and diplomas from the college are highly valued by
stakeholders in early childhood education 2.476 0.745 Our assessment programmes ensure that only the best trainees
can graduate from our college 2.623 0.611
Our graduates have the relevant skills to teach children from
diverse backgrounds 2.679 0.339
We receive verbal praise from pre-school managers for our
good job in preparing pre-school teachers 3.271 0.798 The trainees graduating from our college have all relevant skills
to offer quality ECE training 3.334 0.977
We have never had complains about the job performance of our
graduates 3.375 0.417
I would personally recommend a friend or relative to attend this
college if interested in becoming an ECE teacher 3.423 0.774 Source: Research Data
From the findings summarized in table 4.7 respondents strongly agreed that there is more the college can do to improve the quality of teaching and learning. The respondents further agreed that they fear some of the graduates from their college cannot handle children with special needs, that certificates and diplomas from the college are highly valued by stakeholders in early childhood education, that their assessment programmes ensure that only the best trainees could graduate from their college, and that their graduates have the relevant skills to teach children from diverse backgrounds. The respondents however disagreed that they received verbal praise from pre-school managers for their good job in preparing pre-school teachers; the trainees graduating from their college had all relevant skills to offer quality ECE
They also disagreed that they have never had complains about the job performance of our graduates and that they would personally recommend a friend or relative to attend their college if interested in becoming an ECE teacher. The findings corresponds to a study by Early & Winton (2001) who indicated that the present scheme of early childhood teacher training is badly under-equipped, and lacks the essential materials to educate the huge numbers of instructors, numerous whom are non-traditional students, to meet current requirements.
The respondents further indicated that trainees expressed appreciation for and a belief in the benefits of the accreditation process. Those who had gone through accreditation reported benefits of the process, such as a clearer sense of the program’s missions, strengths, and needs, and better assessments of students’ competencies. The respondents suggested that trainees and tutors share many priorities, activities, and issues and maintained a good teacher student relationship. Further the opportunities to communicate, to learn from each other, to share resources, and to plan together in the colleges was taken into consideration.
The respondents suggested that ECE colleges were a plausible basis of direction on approximately all aspects of early childhood schooling and educator training— encompassing aspects that are not essentially within its range. They indicated that maintaining good character amongst early childhood teacher trainers allowed the ECE colleges to be a reliable foundation of knowledge and materials, encompassing its associations to other specialized groups, researchers, and associates that will additionally help programmes in their quality-improvement actions and thus intensifying these associations may proliferate ECE prospective influence on teacher education. The respondents suggested that the government should offer learning
facilities to the institutions to provide equality in all the institution. The Ministry of education also need to ‘‘decentralize’’ their decision-making powers concerning administration of ECE colleges. By decentralizing institutional decision-making to the county government, institutions can become more responsive to the changing needs of economies.
The respondents suggested that the college should provide students with a variety of digital materials related to their areas of study within the school. Also a well- planned, collaborative research agenda should be put in place so as to build on and extend the emerging education. The respondents further suggested that: there should be an effective governance and administration and competent staff; there should be a mechanism for designing, developing and monitoring effective programmes and for maintaining and improving academic standards; adequate learning opportunities, well defined policies for promoting research and involvement in community services among the teaching staff should be provided.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 IntroductionThis chapter presents summary of the findings as presented in chapter four. The main objective of the study was to establish the determinants of the quality of teacher education programmes for early childhood school teachers in Thika Sub- County. This chapter is structured as summary, conclusion, recommendations and research for further study.
5.2 Summary
The study found out that the ECE colleges are mainly dominated by female both tutors and trainees. The age of tutors ranged from 34 to 54 years while the age variation for trainees was between 23 to 36 years. Further it was found out that majority of students were taking diploma in EOF.
Inspection and Certification of ECE Colleges
The study further found out that management ensured the course outlines were adequately covered. The Ministry officials advised tutors on curriculum delivery & assessment. The management ensured that teaching and learning facilities were relevant to the ECE courses. They further agreed that the management ensured there were adequate teaching and learning facilities and that the management constantly identified educational needs for improvement. The study also found out that the management did not have a quality early childhood programmes. The Ministry of Education did not monitor or advice their college on academic performance. The Ministry of Education did not inspect their college regularly and also there was no mechanism for trainees to give feedback on their programmes.
Teaching and Learning Resources
The study found out that the resources found in the learning resources found in colleges were reference books, textbooks, training manuals, charts and models. Unavailable learning resources in the ECE colleges were subject dictionaries, handouts/write ups, models, audio materials, audiovisual, digital library materials, tutors/lecturers, support staff, boarding facilities.
Availability and Professional Qualification of Tutors
The study found out the majority of ECE college tutors had a Bachelors degree. Majority of the college tutors had served in their current institution for a period of between 6 to 10 years. The subject areas taught included philosophy, sociology, languages, psychology, religion, linguistics, history and childhood studies. The study also found out that many trainees joined the ECE colleges because they had a passion to teach young children. Further the study found out that the colleges had qualified tutors/trainers and that the tutors/trainers understood their subjects well (pedagogy).
The college did not have adequate number of tutors/trainers and that the tutors/trainers did not regularly get in service training. The student teachers ratio was not adequate. The study found out that that there was more the college could do to improve the quality of teaching and learning. Some of the graduates from their college cannot handle children with special needs. The certificates and diplomas from the college were highly valued by stakeholders in early childhood education. They were no verbal praise from pre-school managers for good job in preparing pre- school teachers. The trainees graduating from the college did not have all relevant skills to offer quality ECE training. There were complains about the job performance
Measures to Improve Quality of Teacher Education
The study also found out that the inspection and certification mechanisms employed to assess the quality of teacher education programmes were: putting in place activities such as monitoring, self-evaluation and planning for improvement in the colleges; rigorous course approval process to upkeep academic standard and general education objectives; having examination panel in place so as to appraise and endorse course evaluation to make certain that students are reasonably rated according to the institution course measurement guiding principles; student course and education assessment at the end of every course offering to gather feedbacks; usual inside course analysis to scrutinize accomplishment excellence of the permitted courses; all-inclusive programme assessment by the college with contributions from outside experts; involving teachers in developing their assessment approaches through participation in moderation activities; seeking to make possible trade of ideas and communiqué between learners, instructors and managers through a variety of channels, that include surveys, focus groups, tutorials, workshops and unofficial gatherings.
The study found out that ECE colleges were a credible source of guidance on almost every facet of early childhood education and teacher preparation—including facets that are not actually within its scope. Maintaining good reputation among early childhood teacher educators allowed the ECE colleges to be a trusted source of information and resources, including its links to other professional organizations, researchers, and partners that will further assist programs in their quality- improvement activities and thus strengthening these links may multiply ECE potential impact on teacher education.
The study finally found out that the college involved teachers in developing their assessment approaches through participation in moderation activities. It sought to make possible trade of ideas and communiqué among students, educators and managers through various channels, including surveys, focus groups, seminars, workshops and unofficial assemblies. The officials from the ministry of education visited the college every year. The teaching and learning resources that had difficulty acquiring by colleges were digital equipments such as laptops, computers, photocopy machines and printer.
5.3 Conclusion
i. The study concludes that management ensures the course outlines are adequately covered. The Ministry officials advise tutors on curriculum delivery & assessment. The management ensures that teaching and learning facilities were relevant to the ECE courses. The management ensures there are adequate teaching and learning facilities and that the management constantly identified educational needs for improvement.
ii. The study also concludes that that the management does not have a quality inspection and certification measures. The Ministry of Education does not monitor or advice their college on academic performance. The Ministry of Education does not inspect their college regularly and also there is no mechanism for trainees to give feedback on their programmes. The ECE colleges do not have effective quality assurance mechanisms. This implies therefore that the quality of early childhood training colleges in Thika Sub County was not up to the standard.
found in colleges are reference books, textbooks, training manuals, charts and models. Unavailable learning resources in the ECE colleges are subject dictionaries, handouts/write ups, models, audio materials, audiovisual, digital library materials, tutors/lecturers, support staff, boarding facilities. This implies therefore with the inadequate of teaching and learning resource, the quality of early childhood training colleges in Thika Sub County was not up to the standard.
iv. The study also concludes that the colleges have qualified tutors/trainers and that the tutors/trainers understand their subjects well (pedagogy). The college does not have adequate number of tutors/trainers and that the tutors/trainers did not regularly get in service training. The student teachers ratio was not adequate. v. The study finally concludes that there is more the college could do to improve
the quality of teaching and learning. Some of the graduates from their college cannot handle children with special needs. The certificates and diplomas from the college are highly valued by stakeholders in early childhood education. There is no verbal praise from pre-school managers for their good job in preparing pre-school teachers. The trainees graduating from their college did not have all relevant skills to offer quality ECE training. The colleges have had complains about the job performance of our graduates and that they would personally not recommend a friend or relative to attend their college if interested in becoming an ECE teacher.
5.4 Recommendations 5.4.1 Policy
i. The ministry of education should accredit the ECE colleges that are in the process of discharging educational programmes in early childhood or present new institutes certified by the pertinent powers offering instructive programmes for a certain specific phase in the past.
ii. It should also provide an effective governance and administration and competent staff.
iii. The ECE colleges should avail a variety of digital materials to the students related to their areas of study within the school.
iv. Teaching and learning resources such as more computers, digitized libraries and strong sever to give more learning through network or the internet should be put in place.
v. The government should offer learning facilities to the institutions to provide equality in all the institution.
5.4.2 Further Study
i. The study recommends further study on advantages (for early childhood teacher trainees and, ultimately, for the kids they teach).
ii. Further study pertaining use of endorsement as a quality-improvement action; creating a field wide consensus about what a high-quality early childhood teacher education program should be done.
iii. The sample size of the study should be increased in order to realize the most important determinants at more generalized level.
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APPENDICES
Appendix A: Questionnaire for ECE College Tutors
IntroductionThis research is meant for academic purpose. It will try to establish the quality of teacher education programmes for pre-primary school teachers in Thika Municipality. Kindly you are requested to provide answers to these questions as honestly and precisely as possible. Responses to these questions will be treated as