ENHANCING EARLY CHILDHOOD EDUCATION, DEVELOPMENT AND CARE IN THE RURAL AND SEMI-ARID AREAS OF MBITA CONSTITUENCY

Implementation period: 2014

Status: Closed

Context

Government expenditure on the care and education of Kenya’s youngest citizens is quite low. The introduction of free primary education in 2003, and the ongoing struggle to maintain it, consume the lion’s share of the Ministry of Education, Science and Technology budget. ECD centers are left with less than 0.01 percent, even though the quality of education at this stage determines a person’s future to a much higher degree than in primary school. The government offers no assistance in the task of raising awareness of the crucial role of preschool care and education, the development of infrastructure adapted to the needs of children, or improving the skills of teachers.

While primary school students receive their education in solid, brick buildings, often overcrowded but nonetheless separate classes equipped with school desks and chairs (although in insufficient numbers), preschoolers take their first steps into education in deplorable conditions. Most ECD centers in Kasgunga location in Suba North are housed in makeshift structures of old corrugated iron sheets. The shortage of appropriate furniture means that children often sit on bare ground. In one of the schools, there is no ECD building – children learn under a tree. During the rainy season, leaky roofs let water pour through. Such an environment leads to the deterioration of health, poor education results, and diminished chances of escaping poverty for children living in the semi-arid villages of Mbita.

Poor infrastructure is coupled with a low skill level among preschool teachers. Very often, ECD centers are staffed with the least qualified teachers, despite their influence over the children being far greater than their counterparts in primary schools. Furthermore, ECD teachers in the area tend to focus their efforts on the teaching of counting and writing skills. thereby executing a curriculum fit for the early years of primary education, as opposed to employing creative playtime as their main tool when working with children under the age of five. This is a result of both a lack of preschool education competence and a lack of appropriate play items and teaching materials tailored for the developmental needs of preschoolers.

Objectives

The main objective of the project is to increase the access of children of marginalized communities living in rural and semi-arid areas of Kasgunga sub-location of Suba North (Mbita) constituency to high-quality early childhood education that stimulates their physical, emotional, and psychosocial development. The project objective is also to provide holistic care and a school environment that is adjusted to the age and needs of these children.

Overall objective:

To increase the access to high-quality early childhood education that stimulates the physical, emotional, and psycho-social development and holistic care of children living in the rural and semi-arid areas of Kasgunga sub-location of Mbita Constituency.

Purpose

The purpose of the project is:

1. To ensure access to basic ECD infrastructure among children living in Kasgunga sub location
2. To create an environment that will stimulate the physical, emotional, and pyscho-social development of the children.
3. To increase access to high quality education that is adjusted to the age and needs of young children living in Kasgunga sub location
4. To increase knowledge and initiate changes in attitudes and practices of parents and guardians towards ECD, protection of children rights and health of children aged 3-8.
5. To form a coalition comprising of the schools and local authorities to enhance the development of early childhood development, education and holistic care in Mbita.

Main Actions

1. Construction of 4 ECD centers each comprising of 3 classrooms adjusted to the needs of children between the ages of 3 to 8.
2. Equipping of the ECD centers with education materials and toys that will stimulate the development of children.
3. Training of 30 teachers from pre-school and ECD centers on holistic care and collaboration with parents, guardian and local authorities in early childhood development and education matters.
4. Regular coaching sessions and classroom observations for teachers.
5. Seminars on early childhood development and education for parents and guardians.
6. Consultation and support of parents by teachers and the school administration.
7. Promotion of early childhood development, education and holistic care of children among community members through household visits.
8. Distribution of information, education and communication materials on the key role of early childhood development, education and holistic care among the community members, local authorities and parents.
9. Radio interview by ECD experts in the local radio station using local dialect.
10. Organizing of advocacy meetings in which local authorities, school and other community members participate.
11. Schools advocating towards increased access to ECD.