Influence of quality assurance on training programmes for Early Chilhood Education teachers in Nairobi Province, Kenya

Abstract

The establishment of Quality Assurance (QA) in education systems in many countries of the world can be explained as an attempt to improve education standards and a strategy to achieve the greatest possible quality. Specifically, Quality Assurance is crucial in teacher education given that teachers are vital inputs in determining quality of education and bringing out social and economic transformation of societies.

Even though QA is recognized in Kenya as a fundamental building block towards a just and efficient education system, little has been documented and explored on how it influences teacher education with regards to enrolment of trainees, recruitment of trainers, provision of facilities and resources as well as its influence on curriculum structure and implementation. In view of this, the study purposed to establish the influence of QA on training programmes for ECE teachers in Nairobi Province, Kenya. Literature reviewed was discussed in the light of the variables influenced by QA for total teacher quality to be achieved.

The study was anchored on the Human Capital Theory which underscores that education is a capital good used in improving the human resource in the education sector for better education services. Using a descriptive survey design, the study was guided by four research objectives and four questions. Questionnaires and observation checklists were the tools that solicited information from 6 ECE teacher training colleges from which a population of 44 trainees, 43 trainers, 6 principals responded to the study as well as 6 QASOs from the DQAS. Tools were first appraised by the supervisor for validity then pilot tested for reliability within two institutions.

Data collection took 2 months with questionnaire administration and checklist filling taking place concurrently after getting consent from various authorities. Data analysis and processing involved editing, coding and thematic categorization of data from which quantitative data was pulled for overall scores, ran through SPSS version for frequencies and percentages then presented in tables and graphs. Massive amount of qualitative data was however summarized, thematically arranged and presented in narrative form.

Results of the study indicated that QA exercises was by and large inadequate and ineffectively executed leaving a majority of institutions un inspected and operating without clear procedures on recruitment, provision and development of facilities and resources as well as curriculum implementation.

The inadequacies were attributed to limited resources both human and material for the exercise. Conclusion were drawn from discussions and recommendation made on how best to revamp QA exercises by expanding budgetary allocation to facilitate acquisition of both human and material resources, building capacities of the partners as well as strengthening partnerships among various education stakeholders. The study recommended the need to replicate the same study within a wider scope and to determine other aspects influenced by QA for quality training and education programmes in various levels.