The influence of numeracy and literacy training program on curriculum implementation by early grade teachers in public primary schools in Mombasa county

Abstract

Studies have shown that early childhood years serve as an essential foundation for subsequent literacy and numeracy development. Despite the increased attention given to children's early literacy and numeracy development, gaps remain in understanding whether our children are learning or not due to poor outcomes at the exit level. The purpose of this study was to find out the influence of early grade teachers training project being undertaken by the Aga Khan Academy Professional Development Centre targeting early grade teachers in Mombasa County and within the Island and Jomvu cluster of schools. The objectives of the study were to establish the influence of the training program on early grade teachers proficiency in the use of English(Literacy) and basic mathematics skills (numeracy), to examine the influence of the training program on early grade teachers’ pedagogical skills and continuous professional growth, to examine the influence of the training on pupils learning outcomes, to find out the influence of the training program and to establish its influence on the implementation of curriculum in their schools. This study used a descriptive survey in obtaining information on the influence of numeracy and literacy training program for early grade teachers. The target population was the 15 public schools in the program. Data analysis was done using qualitative and quantitative methods. The findings indicate that for children to attain better outcomes at exit level, strong emphasis on attainment of literacy and numeracy skills should be placed at the foundation stage. Thus, it is important to ensure that early childhood teachers are well trained and post training programs should be done to ensure that curriculum implementation is successful. Policy makers may use the findings and recommendations from this study as guidelines in making crucial decisions that affect the pupil performance at individual schools, counties and the country as a whole