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Adoption of online mathematics learning in Ugandan government universities during the COVID-19 pandemic: pre-service teachers’ behavioural intention and challenges
Master’s degree in sexual and reproductive health: enhancing career development opportunities for midwives in Mali
Normative cognition and the effects of a probiotic food intervention in first grade children in Cote d'Ivoire
Web-based discussions in teaching and learning: Secondary school teachers’ and students’ perception and potentiality to enhance students’ performance in organic chemistry
The Role of Mealtimes in Fostering Language Development and Aligning Home and School Learning: Protocol for a Multi-Method Study of Preschool Children in Rural Kenya and Zambia
A mixed design study on challenges and experiences with gender diversity management in Ethiopian public higher education institutions
Characteristics of school effectiveness at the level of colleges of education in Ghana
Characteristics of school effectiveness at the level of colleges of education in Ghana
by Alaric Awingura Alagbela
Keep ReadingEffectiveness of the continuous professional development training on upper primary mathematics and science and elementary technology teachers’ Pedagogical Content Knowledge in Rwanda
Zimbabwean in-service teachers' views of geometry: an ethnomathematics perspective
Corporal Punishment in Preschool and at Home in Tanzania, A Children’s Rights Challenge
A study to understand the inclusion of learners with and without visual impairment in a secondary school in lesotho
Investigating Employee Perceptions of a Communication Strategy for Higher Education Institutions in Lesotho
History education and citizenship conundrum: Experiences and perspectives of Lesotho General Certificate of Secondary Education history teachers in Lesotho
TOWARDS A COMMUNICATION STRATEGY IMPLEMENTATION FRAMEWORK FOR HIGHER EDUCATION INSTITUTIONS IN LESOTHO
Factors contributing to teachers’ conceptual difficulties in teaching high school organic chemistry
Implementation of inclusive education in Ghana: The mission of SENCos
Implementation of inclusive education in Ghana: The mission of SENCos
by Okai, Martha-Pearl
Keep ReadingUsing community-based interventions to reduce public stigma of children with disabilities: A feasibility study
The Oral Health Situation of 12-Year-Old School Children in the Rural Region of Ilembula in Southwestern Tanzania: A Cross-Sectional Study
Monitoring and Evaluation for Quality Service Delivery in Pre-Primary Schools in Murang County, Kenya
Adoption of online mathematics learning in Ugandan government universities during the COVID-19 pandemic: pre-service teachers’ behavioural intention and challenges
by Kansiime, Geofrey
In the wake of COVID-19, higher education institutions worldwide were forced to continue teaching and learning through online means. However, it was only during the pandemic that institutions in Uganda, such as Kabale University, embraced online learning. Against this background, one could not predict how students drastically adapted to the new normal, especially in mathematics, which requires a lot of practice. Thus, this study sought to establish the relationship between behavioural intention to use technology and the adoption of online mathematics learning among pre-service teachers at Kabale University. We conceptualized behavioural intention to use technology according to the Unified Theory of Acceptance and Use of Technology (UTAUT) as comprising four factors: performance expectancy, effort expectancy, facilitating conditions, and social influence. This mixed methods study followed a cross-sectional correlational survey and hermeneutic phenomenological research designs. We collected data from 140 pre-service mathematics teachers, who were sampled using stratified and simple random sampling techniques, through a self-administered questionnaire. Also, we collected qualitative data through nine face-to-face interviews of pre-service mathematics teachers using criterion sampling, where the most prominent criterion was the participant's experience with the phenomenon under study. Using Pearson’s linear correlation, results showed that all UTAUT constructs were related to the adoption of online learning. Simple linear regression revealed that facilitating conditions were the strongest predictor. Furthermore, the narrative analysis indicated that, among others, a lack of technological knowledge hindered learners’ effective participation in online mathematics lectures. Therefore they barely benefited from online learning. Thus, we recommend government universities enhance teachers’ and learners’ technological knowledge, among other facilitating conditions such as establishing strong on-campus Wi-Fi connections as online learning continues. © The Author(s) 2023.
Master’s degree in sexual and reproductive health: enhancing career development opportunities for midwives in Mali
by Sidibé, Cheick S.
Background: Midwives’ contribution to improving outcomes for women and newborns depends on factors such as quality of pre-service training, access to continuing professional development, and the presence of an enabling work environment. The absence of opportunities for career development increases the likelihood that health professionals, including midwives, will consider leaving the profession due to a lack of incentives to sustain and increase motivation to remain in the field. It also limits the opportunities to better contribute to policy, training, and research. This study aimed to assess the influence of a Master in Sexual and Reproductive Health (SRH) at the INFSS on midwives’ career progression in Mali. Methods: This mixed methods study was conducted using an online questionnaire, semi-structured interviews, and a document review. The study participants included graduates from two cohorts (N = 22) as well as employers, managers, and teachers of the graduates (N = 20). Data were analysed according to research questions, comparing, and contrasting answers between different groups of respondents. Results: The study revealed that graduates enrolled in the programme primarily to improve their knowledge and skills in management and public health. The graduates’ expected roles are those of programme and health project manager and participation in planning and monitoring activities at national or sub-national level. The managers expected the programme to reflect the needs of the health system and equip midwives with skills in management and planning. The Master enhanced opportunities for graduates to advance their career in fields they are not usually working in such as management, research, and supervision. However, the recognition of the master’s degree and of the graduates’ profile is not yet fully effective. Conclusion: The master’s degree in SRH is a capacity building programme. Graduates developed skills and acquired advanced knowledge in research and management, as well as a postgraduate degree. However, the master programme needs to be better aligned with health system needs to increase the recognition of graduates’ skills and have a more positive impact on graduates’ careers. © 2023, The Author(s).
Normative cognition and the effects of a probiotic food intervention in first grade children in Cote d'Ivoire
by Doumbia, Habib O. Y.;
The cognitive skills critical for success have largely been studied in Western populations, despite the fact that children in low- and middle-income countries are at risk to not reach their full developmental potential. Moreover, scientists should leverage recent discovery to explore means of boosting cognition in at-risk populations. This semi-randomized controlled trial examined normative cognitive development and whether it could be enhanced by consumption of a probiotic food in a sample of 251 4- to 7-year-old children in urban schools in Cote d'Ivoire. Participants completed executive functioning measures at baseline (T1) and 5 months later (T2). After T1, children in one school received a probiotic (N = 74) or placebo (N = 79) fermented dairy food every day they were in school for one semester; children in the other school (N = 98) continued their diet as usual. Children improved on all tests across time (Cohen's d = 0.08-0.30). The effects of probiotic ingestion were inconclusive and are interpreted with caution due to socio-political factors affecting daily administration. Given the general feasibility of the study, we hope that it will serve as an inspiration for future research into child development and sustainable (health-promoting) interventions for school children in developing nations.
Web-based discussions in teaching and learning: Secondary school teachers’ and students’ perception and potentiality to enhance students’ performance in organic chemistry
by Iyamuremye, Aloys
The current work explores the secondary school teachers’ and students’ perception on web-based discussions in teaching and learning and its potentiality to enhance students’ performance in organic chemistry. A mixed approaches typically interviews and achievement tests were applied for collecting qualitative and quantitative data respectively for triangulation purpose. A total of 138 senior five students and 4 teachers were purposively selected from the two secondary schools at Kicukiro District in Kigali city, Rwanda. Discourse and interpretive approaches were used to analyze qualitative data, while t-test was used for analyzing quantitative data obtained from pre- and post-test scores. The results from this study revealed that applying web-based discussions is the teaching method that potentially and effectively enhances students’ performance in organic chemistry with 0.10 learning gains and an effect size of 0.43 (df = 137 and p <.05). In addition, students and teachers have been expressed positive perceptions to the application of web-based discussions in teaching and learning. Therefore, teachers and students are recommended to access a universal chemistry network and conduct web-based discussions for increasing students performance in organic chemistry. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
The Role of Mealtimes in Fostering Language Development and Aligning Home and School Learning: Protocol for a Multi-Method Study of Preschool Children in Rural Kenya and Zambia
by Koteng, Grace
Background: The association between school and home is fundamental to sustainable education: parents' understanding of the school's priorities and teachers' understanding of their pupils' home environment are both vital for children to remain in school and succeed academically. The relationship between parents and teachers is closest in preschool settings, providing a valuable opportunity to build bridges between home and school. In this protocol paper, we outline our planned methods for identifying beneficial home and school behaviors. Objective: Our project aims to identify culture-specific structures and behaviors in home and school settings, which influence the quantity and quality of child-directed speech and identify positive experiences that can help improve children's linguistic development and nutrition. Methods: Using a mixed methods approach and focusing on early language learning, nutrition, and responsive caregiving, we will video-record and analyze mealtime language and eating behaviors at home and in school, targeting 80 preschool children and their families in rural Kenya and Zambia. In addition, we will assess children's language skills through audio recordings and use questionnaire-based interviews to collect extensive sociodemographic and dietary data. Results: Between the start of our project in January 2020 and the end of December 2021, we had collected complete sets of sociodemographic, observational, and food recall data for 40 children in Kenya and 16 children in Zambia. By the end of May 2022, we had started data collection for an additional 24 children in Zambia and transcribed and coded approximately 85% of the data. By the end of September, 2022, we plan to complete data collection, transcription, and coding for the entire sample of 80 children across both countries. From September 2022 onwards, we will focus on analyzing our language data, and we hope to have results ready for publication in early 2023. By relating children's language outcomes and nutritional intake to the observed mealtime behaviors, we hope to identify practices that increase the quantity and quality of child-directed speech and improve children's nutritional intake. Conclusions: Good nutrition and the promotion of language learning are key issues in early childhood development. By using a cross-cultural approach, combining a variety of methods, and working closely with stakeholders and policy makers throughout the project, we hope to find and share best practices for improving children's linguistic outcomes and nutrition and lay the foundation for the development of practitioner networks and parent outreach programs. © Henriette Zeidler, Claire Farrow, Megan Jarman, Grace Koteng, Barnabas Simatende, Danielle Matthews, Haatembo Mooya, Laura R Shapiro, Pamela Wadende.
A mixed design study on challenges and experiences with gender diversity management in Ethiopian public higher education institutions
by Easaw Alemayehu Assefa
Purpose: This study explores the challenges and experiences associated with managing gender diversity in Ethiopian public higher education institutions (HEIs) to inform policies and practices for promoting gender equality and inclusivity. Therefore, examining and shedding light on the challenges and experiences of GDM in Ethiopian public HEIs is the main goal of the research, which also aims to make suggested improvements. It focuses on the perspectives of vice presidents, student deans, instructors, gender office deans and students from HEIs. Design/methodology/approach: A mixed methods approach was used, with 395 respondents providing quantitative data and 34 respondents contributing qualitative data. Data collection involved four instruments: a survey questionnaire, interviews, observation and document analysis. Findings: The study reveals diverse challenges and experiences related to gender diversity at the selected five Ethiopian public HEIs. Positive and negative instances of gender diversity management (GDM) were documented, highlighting the complexity of the issue. Despite the challenges, the study identified insightful scenarios that offer potential solutions. Originality/value: This study is pioneering in its examination of the challenges and experiences of GDM in Ethiopian public HEIs. It provides a comprehensive understanding of gender diversity within the unique context of the Ethiopian HEIs. © 2024, Emerald Publishing Limited.
Characteristics of school effectiveness at the level of colleges of education in Ghana
by Alaric Awingura Alagbela
Purpose: School effectiveness has attracted some currency in educational research globally since the 1960s though such studies mostly point to the efforts of principal leadership as the basis for promoting effective schools. However, in the case of Ghana, there is a lack of research conducted in the area, and due to that, this study sought to explore internal public perspectives of what constitutes school effectiveness in the Colleges of Education in the Upper East Region of Ghana. Design/methodology/approach: This study employed the convergent parallel mixed-method design otherwise called concurrent mixed-method design. The population for the study comprised second and third-year students, tutors and leadership of the colleges. In total, 308 respondents constituted the sample size. The breakdown is 257 students in all, 41 tutors and 10 leaders of the colleges. Two instruments, namely, an in-depth interview guide and a questionnaire were used to elicit responses to address the object of this study. Findings: The study revealed that the characteristics of effective schools include the high academic performance of students and a good show of disciplined behavior by both students and staff in the colleges among others. Originality/value: To the best of our knowledge, during the search for studies conducted on school effectiveness, there is no scientific study done in Ghana highlighting the attributes of effective educational institutions. Most of the studies conducted in the area of educational studies only focused on principal leadership, educational access, participation and equity at the level of pre-tertiary institutions. © 2024, Alaric Awingura Alagbela and Jonas Bayuo.
Effectiveness of the continuous professional development training on upper primary mathematics and science and elementary technology teachers’ Pedagogical Content Knowledge in Rwanda
by Pheneas Nkundabakura
This research aimed to determine the influence of Continuous Professional Development (CPD) training offered by Rwanda Quality Basic education for Capital Human Development Project (RQBEHCD) sub-component 1.2 on upper primary teachers’ Pedagogical Content Knowledge (PCK) in mathematics and science, and elementary technology (SET) subjects. The study adopted an explanatory sequential design to collect and analyze data. Quantitative data were collected from Mathematics and SET achievement tests while qualitative data were collected from semi-structured interview. Quantitative data were collected from 290 participants including 166 male and 124 female teachers. On the other side, the qualitative data were collected from 20 teachers including 12 males and 8 females selected randomly. Descriptive and inferential statistics (repeated measures Analysis of Variance were used to analyze quantitative data while interpretive and thematic analysis were used to analyze qualitative data. The results found high statistical significance in mean scores of mathematics teachers between pre and post-test, with a p < 0.001, medium learning gain of 0.37, and an effect size of 0.450. However, there were no significant differences found between male and female teachers (p > 0.05). Likewise, SET teacher's results showed a significant difference in mean score between pre and post-test with p < 0.01, learning gain of 0.20, and effect size of 0.432 but no significant difference was found between male and female teachers (p > 0.05). In addition, the qualitative results indicated that the CPD program enhanced engagement, interest, confidence, and self-efficacy in teaching Mathematics and Science. Thus, we recommended that the CPD program should be done nationwide to maintain teachers’ PCK in mathematics and science. © The Author(s) 2024.
Zimbabwean in-service teachers' views of geometry: an ethnomathematics perspective
by Sunzuma, Gladys
This study reports on in-service mathematics teachers’ views of geometry in the context of ethnomathematics. A convergent parallel mixed method design which includes both quantitative and qualitative methods was used to provide a deeper understanding of how the participants view geometry from an ethnomathematics perspective. Questionnaires and focus group discussions were used to gather data from 40 in-service mathematics teachers. The teachers’ views of geometry were classified under the cultural, social and practical dimensions of ethnomathematics. The views held by the teachers influence the way they teach geometry. The study suggested that knowledge construction and conceptual understanding in geometry are essential for its application in everyday life. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Corporal Punishment in Preschool and at Home in Tanzania, A Children’s Rights Challenge
by Reuben Sungwa
This book examines educators and parents’ practices of corporal punishment of preschool-aged children in school and at home in Tanzania, considering why it is that many children in Tanzania are still subject to corporal punishment. It explores the attitudes of parents, teachers, and educational leaders about corporal punishment, in the context of existing government policies, laws, and regulations, using interviews, questionnaires and observation. Corporal punishment is widely and frequently used by both parents and teachers as a way of maintaining discipline, with most regarding it favourably as a means of behavioural modification. Furthermore, the book shows that the use of corporal punishment in Tanzania is influenced by cultural norms and religious beliefs, teacher qualifications and parents’ levels of education, past experiences of corporal punishment, and related beliefs about the practice. Crucially, there has not yet been a societal-level legal framework established to protect children from the harms involved.
A study to understand the inclusion of learners with and without visual impairment in a secondary school in lesotho
by Ralejoe M.
The study reported on here was conducted to investigate the perceptions of 8 learners in a secondary school in the Maseru district of Lesotho about inclusive education as it relates to learners with visual impairment. This school had integrated children with visual impairment. The study was conducted using a qualitative research approach, and a case study format was adopted. Eight participants (aged 16–23; 5 girls and 3 boys) participated in the study. Two focus groups were formed: one comprised 4 learners without visual impairment, and another 4 learners with visual impairment. Focus-group discussions were followed up with individual interviews. The results reveal that learners (with and without visual impairment) had mixed opinions about the integration of learners with visual impairment in their mainstream school. On the one hand they pointed out that inadequate resources and the unwelcoming infrastructure of their school discouraged this integration. Those with visual impairment also pointed to their exclusion from sports activities by their peers, as well as the occasional use of exclusionary language by some of their teachers, as indicating that special schools were better places for them. On the other hand, the learners stated some of the benefits of including learners with visual impairment in their school. These included enabling peer tutoring, peer consultations, and a slower pace of teaching. Learners with visual impairment also stated that inclusion had improved their social life, by enabling them to learn better ways of living with people without visual impairment. Based on these benefits, learners welcomed the inclusion of those with visual impairment in mainstream schools. © 2021, South African Journal Of Education. All rights reserved.
Investigating Employee Perceptions of a Communication Strategy for Higher Education Institutions in Lesotho
by Relebohile Letlatsa
A communication strategy determines a selection of potential channels of communication to disseminate information within the institution. Higher institutions of education (HEIs) in Lesotho should have formal communication strategies that establish the communication function to support the institution and its strategies. This article aimed to investigate employee perceptions of a communication strategy for HEIs in Lesotho. A literature review on key aspects, a questionnaire, and interviews were conducted with the employees and senior management of the four public HEIs in Lesotho. A concurrent mixed-method research design was used to better understand the research problem. Leximancer and SPSS software were used to analyse qualitative and quantitative data, respectively, to enhance the quality of analytical output. The study revealed that institutions disseminate information to employees. However, their choice of communication platforms is sometimes non-functional thus rendering communication dominated by one-way and top-down communication. HEIs should develop and implement institutional communication strategies to effectively enhance the implementation of institutional strategies. © 2023 Unisa Press.
History education and citizenship conundrum: Experiences and perspectives of Lesotho General Certificate of Secondary Education history teachers in Lesotho
by Liphoto, M
There have been serious efforts across countries to make history education more relevant. One such global effort is the integration of citizenship values into the history curriculum and syllabus of schools. Despite the successes of this initiative in some contexts, others have received it with mixed feelings thereby problematising its implementation and compromising the chances of a successful outcome. This article interrogates the relationship between school history and citizenship through an exploration of the perceptions of history teachers in Lesotho about the promotion of citizenship values through history education. The rationale for the investigation stems from the inclusion of citizenship values as part of the aims of the Lesotho General Certificate of Secondary Education (LGCSE) history syllabus. The study operated within the interpretive paradigm and a qualitative case study approach of four purposively selected high schools and eight teachers in Maseru, Lesotho. The data collected from semi-structured interviews revealed that the teachers possess very vague and varying understandings of citizenship. This vagueness ultimately translates into the classroom practice in the form of a lack of harmonious implementation of the LGSCE history syllabus' prescriptions on citizenship values. The teachers however, have a mostly positive feeling about the importance of imparting citizenship values to learners, especially in the unique context of Lesotho through history education. This article recommends that the Ministry of Education and Training (MoET) initiates a robust curriculum reflection process, together with relevant stakeholders that will inform policy on the effective implementation of the citizenship clauses of the LGSCE history syllabus.
TOWARDS A COMMUNICATION STRATEGY IMPLEMENTATION FRAMEWORK FOR HIGHER EDUCATION INSTITUTIONS IN LESOTHO
by Relebohile Letlatsa
This article reports on the findings of a research study of three Higher Education Institutions (HEI) in Lesotho on the communication strategies they use to engage with internal and external stakeholders to implement their institutional strategies. A mixed-method research approach was followed, and a sample of three HEIs and their internal and external stakeholders was identified through a multidimensional sampling strategy. Triangulation included a survey among stakeholders, interviews with senior managers, and a content analysis of strategic plans. Statistical analysis was conducted on quantitative data, thematic analysis on qualitative data from interviews and open-ended survey items, and content analysis on strategic plans. Leximancer software was used for the qualitative data analysis. Results indicate the importance for the institutions to develop communication strategies; align institutional strategies with organisational culture; identify legitimate and strategic stakeholders; and use fitting communication platforms to disseminate information to all stakeholders. © Creative Commons With Attribution (CC-BY).
Factors contributing to teachers’ conceptual difficulties in teaching high school organic chemistry
by Kenneth Adu-Gyamfi
Some research works have showed that Ghanaian teachers, teaching chemistry in the senior high school, have conceptual difficulties in organic chemistry. This research explored the factors contributing to teacher’s conceptual difficulties on teaching organic chemistry to high school students. Through explanatory sequential mixed methods design quantitative data were collected using questionnaire and qualitative data, using semi-structured interviews. The questionnaire was responded to by 71 teachers teaching chemistry in 31 schools, and six teachers, purposively selected, interacted with researchers through interviews to triangulate any quantitative findings. From the quantitative data, four factors, tertiary exposure, professional collaboration, professional competence, and pre-tertiary exposure emerged. These factors were then used as themes to guide the analysis and presentation of results from the qualitative data. To inform further research, it is recommended that chemistry educators and researchers should examine the four factors that predict most of the teacher conceptual difficulties on organic chemistry. © 2023 by authors; licensee EJSME by Bastas.
Implementation of inclusive education in Ghana: The mission of SENCos
by Okai, Martha-Pearl
This article investigates the roles of special education needs co-ordinators (SENCos) in the implementation of inclusive education (IE) in Ghana. The mixed-methods approach, specifically the convergent design, was adopted. Seventy-three SENCos responded to a questionnaire, and 15 SENCos were interviewed. The census approach was used for selecting the respondents for the quantitative phase, while the purposive sampling technique was used for the selection of participants in the qualitative phase. A semi-structured interview guide was used in collecting the qualitative data. Frequencies, percentages, means and standard deviations were used in analysing the quantitative data. Thematic analysis was used to analyse the qualitative data. The study concluded that SENCos are ‘directors’ of the implementation of IE; hence, the Ministry of Education should clearly state their roles in the IE policy. © 2023 NASEN.
Using community-based interventions to reduce public stigma of children with disabilities: A feasibility study
by Mwandileya W.
Background: Public stigma, or negative community-held beliefs, about children with disabilities (CWDs) often leads to negative outcomes for CWD and their families. This study considers the effectiveness of four community-level interventions to reduce public stigma in two Lusaka, Zambia communities. Methods: This feasibility study describes four community-based interventions to provide education to consider whether perceptions of attitudes and stigma towards CWD changed after implementing four educational interventions. Results: Results revealed that these interventions were achievable. Preliminary multiple regression analyses indicated a significant impact of attending an event on the attitude scale, while no effect on the stigma scale. Presence at multiple anti-stigma events exhibited no effect for the stigma scale, while the attitude scale showed significance. Discussion: This study builds on the limited research available in low-income countries to reduce public stigma towards CWD, with the hope of enhance quality of life for CWD and their families. © 2021 John Wiley & Sons Ltd
The Oral Health Situation of 12-Year-Old School Children in the Rural Region of Ilembula in Southwestern Tanzania: A Cross-Sectional Study
by Mtaya-Mlangwa, M
There has been no research on the prevalence of and factors associated with dental caries in rural southwestern Tanzania among schoolchildren. Determining the prevalence of and factors associated with dental caries will help to assess the need for dental intervention and prophylactic measures among children in the region. In February 2020, a cross-sectional study was conducted in the Wanging'ombe District of the Ilembula Ward. The data were collected through clinical examinations and personal interviews at two primary schools. Univariable and multivariable logistic regression analyses were performed to identify potential risk indicators for caries. The study included 319 students aged 11-12 years (average 11.92 & PLUSMN; 0.27 years). The mean Decayed, Missing and Filled Teeth index was 0.24 & PLUSMN; 0.68, and the mean Specific affected Caries Index was 1.66 & PLUSMN; 0.9. The greatest influences on the caries risk were poor oral hygiene (OR 8.05, 95% CI 0.49-133.23), low tooth brushing frequency (OR 3.03, 95% CI 1.26-7.26) and low level of education in parents (OR 2.63, 95% CI 0.99-6.98). Dental caries was low among students in rural areas in the Wanging'ombe District.
Monitoring and Evaluation for Quality Service Delivery in Pre-Primary Schools in Murang County, Kenya
by Kamau, Joyce Muthoni
Monitoring and evaluation of the National Early Childhood Development (ECD) Policy framework in Kenya which has been in place since the year 2006 accompanied by a service guideline is important in promoting its implementation. The extent to which the policy is implemented would have a direct pairing with the quality of early childhood service delivery. The purpose of this study was to investigate the levels of monitoring and evaluation in implementation of the National Early Childhood Development Policy framework for quality service delivery in pre-primary schools in Kenya. Conflict Ambiguity Model of Policy implementation , Broffenbrenner's Ecological systems theory and Lilian Katz perspective on quality theory were used . Mixed methods research approach and concurrent triangulation design guided the study. Data was collected using questionnaire, observation schedule and interview guides. Instruments reliability coefficient was 0.85. Qualitative data was analyzed thematically and quantitative data was analyzed using descriptive and inferential statistics. The findings indicated that a strong relation between monitoring and evaluation at p < 0.001 and quality service delivery in pre-primary schools. The study concluded that goals of the ECD policy in Kenya of enhancing quality service delivery may not be realized thus compromising on the quality of pre-primary education. Subsequently, the study recommended that the county government should allocate adequate resources both financial and human to ensure regular monitoring of pre-primary schools in an effort to promote actualization of policy guidelines in delivery of quality services and consequently promoting positive child development outcomes.
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