RIGHTS FROM THE START: EARLY CHILDHOOD CARE AND EDUCATION IS NOW!

Dates: 22nd to 28th April 2012

The event to mark the Global Action Week (GAW) was held at St. Catherine Primary School in South B on the 25th April 2012. Among the guests who attended were representatives from the Kenya National Union of Teachers (KNUT), UNESCO, UNICEF, and Elimu Yetu Coalition partners. Other education stakeholders as well as, school going children and members of the public also attended the event. The theme focused on Early Childhood Care and Education Now and in the speeches, education was said to be a break through strategy that is important in fulfilling the Millennium Development Goals.  It was noted that education is a powerful force in bridging discrimination and inequality in the society. Furthermore, despite the efforts made by KNUT in ensuring that each constituency had employed twenty ECD teachers, it is still evident that Kenya is still far to go in tackling inequality in regard to Early Childhood Education. Ms. Jane Mbagi-Mutua, a WERK member and a representative from UNICEF likened early Childhood Education to the foundation of a building. She stated that the foundation would determine how far a building could go.  She emphasized on good nutrition for the children and a conducive environment that would help the children develop to their full potential.

Presenter: Ms. Leonida Owegi, a Masters student at Kenyatta University, Department of Early Childhood

Date: Thursday 26th April 2012

Time: 4.00pm to 6.00pm

Venue: WERK offices, Elgeyo Marakwet Road, off Argwings Kodhek road

ABSTRACT

Early Childhood Development children require use of learning materials during mathematics activities and the syllabus suggests their use. Previous research has focused on use of materials in ECD, but not on relationship to teachers’ use of learning materials and teaching strategies and pre-school children’s performance in mathematics. The purpose of this study was to explore and establish the relationship between teachers’ use of learning materials and teaching strategies and pre-school children’s performance in mathematics, in Nairobi County by testing specific hypotheses. Nairobi County was purposely sampled. The study used an ex-post-facto research design. Makadara, Embakasi, and Westland divisions were selected for the study using lottery random sampling method.

The study targeted a population of 68 pre-school teachers and 768 pre-school children. A sample size of 60 boys and 60 girls was randomly selected from 6 schools and subjected to PMAE. 6 teachers from the 6 schools were randomly selected for completion of GQT and for observation schedules. Reliability of the scales, and specifically internal consistency was assessed using Cronbach Alpha. The data were analyzed using both descriptive and inferential statistical techniques. Descriptive statistics were measures of central tendencies, frequency distributions, tables, percentages, mean and standard deviations. The inferential statistics used Pearson Product Moment Correlation Co-efficient and independent sample t-test to establish whether there was relationships or differences in mean scores between variables, respectively.

Over the last decade, the numbers of children attending school in Kenya have grown, increasing the rates of ac­cess to education. However, it has been argued that measurement of progress should not be based on children attending school alone, but should consider the learning outcomes. Thus, the increasing budgetary allocations to basic education must be matched by an increase in levels of outcomes, visible in competences acquired by the learners. This is the basis for the argument of quality in education.

The Kenyan constitution (53, 1b) has entrenched the right to free and compulsory education for every child. However, the interpretation of this clause must be read with the best interest of the child (53, 2), which puts attainment of best-possible competences in fore. Thus, not only just schooling is a fundamental right, but in­deed access to quality education. This is the vision that every child leaving school shall display the requisite competences evident in the curriculum. However, findings of learning assessment (NASMLA, 2010; Uwezo, 2010, Uwezo, 2011) paint a grim picture on the levels of learning. These reports have indicated that only less than 30% of the school-going children could be learning at their level nationally, and up to less than 10% in some arid counties.

Click here to download the full report

Classroom Observation

WERK Chairperson's Speech

I am extremely honored to have been elected as the Chairperson of WERK and it is with utmost humility that I accept the responsibilities that your trust has conferred on me. Before writing this letter, I read and thought deeply about the long way as individual members and as an organization we have come to be where we are today. I am especially grateful to my predecessors: Dr. Sheila Wamahiu; Prof. Grace Bunyi and the outgoing Chair, Dr. Sara Ruto for steering the organization from strength to strength to where it is today.

Our organization has achieved much and is greatly respected in the world of educational research both locally and internationally. However, as with any professional organization, it has its challenges and a lot still needs to be done in order to take it to the next level. As I come in office, my greatest task will be to strengthen the organization even more by recognizing that the effective achievement of our vision and mission calls for a more concerted collaborative effort with all members both locally and internationally. This calls for establishing mechanisms by which all members both locally and internationally can participate in the organizations growth and activities. My second concern will be to strengthen systems in the organization and where there are none, put them in place. Finally, I also plan to ensure that WERK takes a more prominent role in advocacy by networking with like-minded individuals, communities, government and institutions.

I am proud of your trust, WERK members, and I will justify it to the best of my competence and knowledge. However, I can only do my best and achieve great things with your help. Let me assure you that in all my activities, I pledge to adhere to the WERK constitution and to be guided solely by its core values. Once again, thank you for your trust in me and my team.

God bless you.

Joyce Kinyanjui
Chairperson, WERK

WERK has been in a historic process of amending  its Constitution.  The New WERK Constitution has finally been ratified by members. Click the link below to find a copy of the New Constitution.

Download WERK Constitution

Initiatives with Wider Participation in Education Awarded in Kajiado County
By Jack Abebe

Women Educational Researchers of Kenya conducted a reality show between the dates of March and May, 2011 under the Education for Pastoralists Program. The show, which saw top three initiatives and an individual get awards for being the most active participants in enhancing educational access, retention and completion in Kajiado County, was one in a style.