Introduction CHAPTER ONE INTRODUCTION

This chapter introduces the study. It presents the background to the study, statement of the problem, purpose of the study, objectives of the study, objectives of the study, research hypotheses, significance of the study, delimitations and limitations, assumptions, theoretical and conceptual framework and definition of operational terms.

       Background to the Study

Access to quality pre-primary education is an essential ingredient to healthy child growth and development. World Bank (2006) showed that children who access quality pre-primary education are likely to perform better in later schooling compared to those who access poor quality pre-primary education. According to Wawire (2006), Hassan (2007) and Mishra (2009) a quality pre-primary education refers to features of a pre-primary school environment and children’s experiences in this environment which are beneficial to their growth, development and welfare. These features include provision of appropriate physical facilities, teaching-learning materials, qualified and committed staff, safe and secure environment, good health and nutritional services and effective child development outcomes.

Globally, provision of quality of pre-primary education remains elusive especially in low income countries. According to UNESCO (2012) and Mishra (2009), the quality of pre-primary education in Sub-Saharan African countries was  inadequate characterized by shortage of trained teachers, poor physical infrastructure, disjointed coordination of services and low participation rates.

Similarly, the East African region has not fared any better in the provision of quality pre-primary education. UNESCO (2006) study in Burundi, Kenya, Ethiopia, Eritrea, Uganda , Rwanda and Tanzania showed that most pre-primary school children in these countries learn in deplorable conditions characterized by low teacher motivation, trained teacher shortages, inadequate teaching and learning materials and poor physical facilities.

In Kenya, a study conducted by Abagi (2009) in 181 ECD centres in 18 Districts in the country showed that the quality of care and education in most of these pre- primary schools was very poor with some children learning under trees and sitting on stones. This was confirmed by MoE Report (2011)  which  showed  that quality of services provided in most of pre-primary schools was poor across the country characterized by shortage of trained teachers, high teacher turnover rate, poor physical facilities, inadequate teaching-learning materials and poor health and nutrition services.

Despite the poor quality of services provided in these pre-primary schools, parents continue to enroll their children in the pre-primary schools. According to the UNECSO EFA Global Monitoring Report (2012), demand for pre-primary education continues to grow around the world with over 163 million children accessing ECD services globally (46% increment since 1999). The report indicated that tremendous increase was realized in South West Asian and Sub- Saharan African countries. In Sub-Saharan region, the report indicated that over 11 million children were enrolled in ECD centres (119% increment since 1999). In Kenya, enrollment in pre-primary education sub-sector has been growing every day. The MoE (2012) showed that between 1968 to 2010, enrolment in pre- primary schools increased from 177,033 to over 2 million pre-primary school children.

With the continued expansion of pre-primary education due to increased demand, the issue of parents’ satisfaction with the quality of services offered to their children in these pre-primary schools becomes a critical issue as it has a bearing on parents continued involvement in school activities (Griffith, 2010; Silva, 2006; Salisbury, Branson, Altreche, Frunk and Broetzmann, 1997 and Britner and Phillips, 1995). Katz (1993) argued that evaluating the quality of ECD services should be comprehensive enough to include assessment of parents’ experiences with the quality of services provided their children. Additionally studies  by Omar, Nazri, Ab & Omar, 2009 and Silva, 2006; Katz, 2006) contended that involving parents in ECD service quality evaluation is critical as parents make choices about the type of school to enroll their children by paying for the services provided.

In spite of continued support for evaluation of parents’ satisfaction with the quality of pre-primary education, conceptualization of parents’ satisfaction has been varied. However, most studies (Griffith, 2010; Omar et al, 2009; Silva,  2006; Britner and Phillips, 1995 and Hoon, 1994) agree that measurement of parents’ satisfaction with the quality of ECD services should be undertaken by asking parents to rate their schools on various education quality aspects such as teacher responsiveness, appropriateness of physical facilities and learning materials, transport services, nutrition, parents’ involvement, food, safety and security, learners’ achievement among others. The present study therefore defined parents’ satisfaction with the quality of pre-primary education as the level of parents’ contentment with the quality of pre-primary education provided to their children based on their experiences with above features of pre-primary education quality.

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