THE IMPACT OF AVAILABLE HUMAN RESOURCE FOR

TEACHING EFFECTIVENESS ON E.C.D.E LEARNERS IN

NAROK COUNTY

BY

ELIZABETH MARTINE TAPAYIO

NAROK TEACHERS TRAINING COLLEGE

ADM NO: 06/21 DECTE

ASSESSMENT NO: TA000010120

A REASEARCH REPORT SUBMITTED IN PARTIAL

FULFILMENT OF THE REQUIREMENT FOR THE AWARD
OF THE DIPLOMA ON RESEARCH REPORT PROJECT AT
NAROK TEACHERS COLLEGE.

2022

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DECLARATION
This project report is my original work and has not been submitted for the award of
certificate in any other college.
I also confirm that the report is only prepared for my academic requirement.

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ACKNOWLEDGEMENT
It is a pleasure to thank those who made this project writing possible. First, and foremost,
I am grateful to the lord our God for his grace and strength. I share the credit of my work
with everyone who supported me along the way.
I would like to thank my lecturer David Rotich who provided solid support and insight
throughout the writing of this report. I also pay my gratitude to the Narok Teachers
Training College and Narok County Government Human resource management for his
valuable cooperation and willingness to provide responsibilities and channeling county
government resources and also employing and confirming permanent ECDE teachers to
program in holistic child development. Special appreciation goes to my fellow
classmates.

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OBJECTIVES
 Identify the availability of human resource materials for teaching effectiveness on
E.C.D.E learners in Narok County.
 The benefit of having the human and material resources that influence holistic
development of the child in Narok County.
 To determine the effectiveness of available human and resource materials use in
teaching.

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ABSTRACT
Education remains the most dependable safety net for the assured socio-economic
development of human being across the world. Today pre-primary plays a pivotal role in
setting the foundation for better outcomes in post nursery education.
In fact, sustainable development goal 4.2 calls for increase access to quality early
childhood education for all children by 2030. The continental education strategy for
Africa (CESA) flags pre-primary education as a service that is generally and historically
neglected.
Education in Early Childhood in Kenya Serves a critical purpose of preparing young
children for primary education and for future. Early Childhood development and
education (ECDE) is devolved in Kenya which means that each of Kenya’s 47 counties
budgets for and implements ECDE independently.
Narok County over the last 9 years, literacy levels went up through deliberate
intervention programmes specific include recruitment of early Childhood development
Education (ECDE) teachers and infrastructural improvement in primary and secondary
schools.
Narok County has assured periodic capacity building for (ECDE) teachers to enable them
handle the Curriculum well.

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Table of Contents
DECLARATION........................................................................................................................................ii
ACKNOWLEDGEMENT...........................................................................................................................iii
OBJECTIVES...........................................................................................................................................iv
ABTRACT................................................................................................................................................v
CHAPTER ONE........................................................................................................................................1
INTRODUCTION.................................................................................................................................1
GOVERNMENT...............................................................................................................................1
AREA..............................................................................................................................................1
POPULATION..................................................................................................................................1
CHAPTER TWO.......................................................................................................................................2
COUNTY STRENGTH IN RELATION TO HOW RESOURCES INFLUENCE CHILD GROWTH AND
DEVELOPMENT..................................................................................................................................2
ECONOMIC STABILITIES.................................................................................................................2
EXISTENCES OF THE 7TH WONDERS OF THE WORLD IN THE COUNTY............................................2
WEAKNESSES.................................................................................................................................2
IDENTIFICATION OF A PHENOMENON IN THE COUNTRY THAT INVOLVES HOLISTIC CHILD
DEVELOPMENT..................................................................................................................................3
CULTURAL STABILITY.....................................................................................................................3
TOURISM.......................................................................................................................................3
LIVESTOCK.....................................................................................................................................3
ENROLMENT..................................................................................................................................3
ECDE COODINATORS OFFICERS.........................................................................................................3
PHYSICAL RESOURCES........................................................................................................................3
CHAPTER THREE....................................................................................................................................5
DATA COLLECTION.............................................................................................................................5
CHAPTER FOUR......................................................................................................................................6
DATA ANALYSIS..................................................................................................................................6
THE REGIONAL MAPPING OF RESOURCES IN THE COUNTY HUMAN RESOURCE...............................6
STAFFING.......................................................................................................................................6
ECDE STATISTICS AS OF 30TH NOVEMBER 2021..............................................................................7
CHAPTER FIVE........................................................................................................................................8
FINDINGS...........................................................................................................................................8
CONCLUSION.....................................................................................................................................8
RECOMMENDATION..........................................................................................................................8

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CHAPTER ONE
INTRODUCTION
Narok county is situated in the southern part of the great Rift Valley. Narok County has
an estimate population of 1157873 in 2022, with the dominant ethnic groups being the
Maasai and Kalenjin, its capacity and largest town is Narok town and the other Maasai
urban centre in Narok is Kilgoris.
GOVERNMENT
Governor: HE Samuel ole Tunai
D/Governor: Hon. Everlyne Aruasa
Senator: Ledama Ole Kina
Women rep: Soipan Tuya.
AREA
Total 17921.2 KM2 (69,194.59M2)
POPULATION
Total 1, 157, 873
Time zone UTC +3 (EAT)
The county boarders the republic of Tanzania and six other counties: Nakuru, Bomet,
Nyamira, Kisii, Migori and Kajiado county. The Maasai mara National Reserve and Mau
Forest is located in the county.
The main cash crop grown in Narok County is wheat. Narok county comprises of six (6)
sub-counties namely: Narok North, Narok South, Narok West, Narok East, Transmara
West and Transmara East.
Sub-counties and area in Km2;
1. Transmara west – 2, 526
2. Transmara East – 320.5
3. Nark South – 2, 603.3
4. Narok North – 2, 603.3
5. Narok West – 5, 452.7
6. Narok East – 2, 059.5

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CHAPTER TWO
COUNTY STRENGTH IN RELATION TO HOW RESOURCES
INFLUENCE CHILD GROWTH AND DEVELOPMENT.
Recruitment of ECDE caregivers improved from 475 to 1387 following and employment
of 912 teachers on permanent and pensionable terms. This relieved the parental financial
obligation in paying teachers salaries enrolment increase from 69,030 to 74,257 due to
construction of more ECDE classroom number of ECDE centres increase 720 to 941
because more classrooms have been constructed.
Narok county has conducted CBC training county and ward coordinators and ECDE
teachers across the county in partnership with Ollins Sacco in ECDE literacy level
increase from 63% to 81%.
Improvement of teacher pupil ratio from 1:10 to 1:53 following the recruitment of 912
teachers. The county is rich in culture. It is endowed with artifacts symbol and songs.
Culture also plays a great role. Children are taught values and how to be responsible.
ECONOMIC STABILITIES
The county main grown crops are wheat, barley, maize, beans and horticultural crops.
These crops are grown under micro irrigation and sprinkle and drip irrigation. Maize,
wheat barley and sugarcane are grown in the county. Sugarcane production has increase
due to construction of new factories in Transmara. The county produces 3.5 to 4 million
90kgs bag of maize and wheat each year. Mary families are able financially and can pay
their children school fees. Construction of classrooms and play equipment is also another
great achievement parent also are able to employ more PTA teachers in the ECDE centres
to reduce the ratio of teachers to child in the school since the ration of learners is too high
compared to the teachers.
EXISTENCES OF THE 7TH WONDERS OF THE WORLD IN THE COUNTY.
The county has several tourist attractions, Maasai Mara game reserve featuring the
breathtaking view of the animal wild beast, migration where over 1.5 million white
bearded wild beasts, zebras across the crocodiles in the mara river. The animal across into
Maasai Mara game reserve, Serengeti national park in July and depart in November. In
November 2000 in a Jury of experts polled by ABC Television a leading American
Broadcast.
WEAKNESSES
 The county lacks more teaching and learning materials of E.C.D.E learners.
 Capacity building for all ECD teachers to enable them handle adequately the CBC
Curriculum delivery.
 Lack of enough ECDE teachers to address learner/teacher ratio of 1:25 as per the
curriculum-based competency analysis.
 Financial constraint and lack of government support for ECDE learners.
 The county has also experience poor teacher remune ration.
 The size of the county is large so it makes it harder for the ECD coordinators
Officers to attend to all ECDE centres in the country.
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IDENTIFICATION OF A PHENOMENON IN THE COUNTRY THAT
INVOLVES HOLISTIC CHILD DEVELOPMENT.
The country has one university, Maasai Mara University, 3 colleges; Narok Teachers
Training College, LUDEBE Teachers and District of Early childhood Education
(DICECE) and a Vocational training centre. Youth Polytechnics; Nairegie Enkare,
Ilmotiok, Kapweria, Romosha, Kilgoris, Ole Reko and Oldonyoro. There are also 624
primary schools, 77 secondary schools and 689 pre-primary schools. The presence of this
learning institution has promoted holistic development of children in the ECDE centres.
CULTURAL STABILITY
The county is rich in culture. It is endowered with numerous artifacts, symbols and songs
that need to be preserved through establishment of cultural centres within the county. It is
one of its tourist components that opens up the county to tourism and enabling it to earn
revenue which helps in promoting learning in the ECDE centres.
TOURISM.
The county has several tourist attraction sites among them is the world’s famous Maasai
Mara game Reserve. Money derived from Maasai Mara game reserve help in promotion
of holistic development of children i.e Buying learning materials in schools.
LIVESTOCK
Livestock rearing is a major economic activity in the county. This activity is concentrated
in the low land areas. Zebu is the main breed of a cow reared in the county according to
livestock production summaries.
ENROLMENT
The ECDE county enrolment as at 8th December 2021 is 74, 257 learners up from 5, 3218
in 2016. Pre-primary one (PP1) and Pre-primary two (PP2) enrollment at 38187 boys and
36070 girls.
ECDE COODINATORS OFFICERS
Narok county enough officers in each ward to cater for the needs of ECD learners. The
officers are; county educational Officers (CEO) sub-county Officers, Ward education
Coordinators principal ECDE Officers, Assistant directors, Deputy directors’ chief
Officers and the county Executive committee (CECM)
PHYSICAL RESOURCES
Physical resources are tangible goods and real estate including materials, office space,
production facilities, office equipment e.t.c
Since 2013, Narok County Government has constructed various classrooms across the
county to improve accessibility, transition rate and performance. The county has also
purchased land for ECDE centres infrastructural-development.
The county government has also provided water tanks for some ECDE centres to ensure
the health of the ECDE learners. The county has several institutions that support training
of ECDE teachers, e.g District of Early Childhood education (DICECE) Narok Maasai

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Mara University which offers Certificate, Diploma, degree and Masters for ECDE
teachers.

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CHAPTER THREE
DATA COLLECTION
The main data collection method that would be used is interview and surveys. Teachers in
the pre-primary schools would be interviewed to identify the availability of human
resource and its impact in teaching on ECDE learners in Narok county. Some of the
questions that would be asked in the interview include;
1. Does the school have ECDE teachers employed by the county on permanent and
pensionable?
2. Which are the human resource and material that influence holistic development of
a child in Narok County?
3. What are the benefits of Human and material resources that influences holistic
development of a child?

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CHAPTER FOUR
DATA ANALYSIS
THE REGIONAL MAPPING OF RESOURCES IN THE COUNTY
HUMAN RESOURCE
STAFFING
The county government inherited a total of 475 teachers in 2013. Since then, the county
government has recruited another 857 trained and qualified ECDE teachers on contract
terms.
SUB COUNTY PERMANENT STAFFING NEED
NAROK SOUTH WARDS
Ololulunga 36 9
Melelo 27 8
Sagamian 21 11
Sogoo 25 2
Loita 47 3
Naroosura/Majimoto 49 23
Total 205 56

TRANS MARA WEST WARDS

Shankoe 29 0
Kimintet 27 2
Lolgorian 50 5
Angata Barrikoi 24 11
Kilgoris Central 44 12
Keyian 21 6
Total 195 56

TRANSMARA EAST WARDS

Oloolmasaani 64 5
Kapsasian 22 2
Ilkerin 22 20
Total 108 27

NAROK WEST WARDS

Naikarra 34 10
Ilmotiok 48 11
Siana 39 23
Mara 36 9
Total 157 53

NAROK EAST WARDS

Mosiro 62 9
Keekonyokie 41 4
Suswa 32 7
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 Ildamat 46 9
Total 181 29

NAROK NORTH WARDS

Melili 60 9
Nkareta 36 2
Oleleshwa/Town 72 5
Olpusumoru 36 9
Olorropil 55 7
Olokurto 35 9
Total 294 41

ECDE STATISTICS AS OF 30TH NOVEMBER 2021

ECDE CENTRES NUMBER OF TEACHERS ENROLMENT

WARD PUBL PRIV PUBLIC PRIVATE PUBLIC PRIVATE
IC ATE Male Fem Mal Fema Male Femal Male Femal
ale e le e e
Transmara East 111 12 25 78 4 8 4751 4630 620 580
Narok South 196 57 52 162 12 103 8168 7859 1158 1060
Narok west 138 38 45 132 12 28 4182 4088 867 786
Mara West 183 176 12 14 30 7402 7478 712 805
Narok North 148 80 76 262 16 37 6090 5323 1005 1018
Total 941 258 277 917 100 289 38187 36070 5613 5644
GRAND TOTAL 74,257

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CHAPTER FIVE
FINDINGS
 Narok county has tried having employed permanent staffs and have minimal
staffing need.
 Most people in Narok county are illiterate therefore they could not understand
English.
 Narok county was a good place to carry out my findings.
 I had to travel to different places in the country while collecting the materials that
I wanted to update my research.
 The whole process had challenges but I managed to overcome.

CONCLUSION
All children in ECDE should have a strong foundation to help them in future
development in learning.
RECOMMENDATION
Teachers must be equipped with good curricula.
The content of early childhood curricula should be organized systematically into a
coherent programme with over aching objectives integrated across the county and
development areas.

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