Research methodology
ECD SUPPORT SYSTEMS AND SUSTAINABILITY OF COMMUNITY BASED CENTRES.
This section discusses the first research question; Relationship between ECD support systems and sustainability of community Based centres.
According to (Ball & Pence, The role of local authorities in parenting support, Report of the Eurochild family and parenting, 2011) argue that the creation and nurturing of relationships with families in community ECD programmes may be ‘the weakest component of the movement toward quality child care and sustainability of such programmes. There is often a gap between centre philosophy regarding relationships with families and actual practice. (Ball & Pence, Involving communities in constructions of culturally appropriate ECE curiculum, 2000) added that the whole notion of partnership in a long day care context is vulnerable when families cannot become involved. (Ejuu, Apolot, & Serpell, Early childhood education quality indicators: Exploring the landscape of an african community perspective, 2019) concluded that the extent and quality of parental involvement in early childhood settings is inevitably harnessed to, and shaped by institutional policy.
(Berg, 2011) asserts that there is a notable consensus across education policy statements and practice guidelines in many countries that parents are children’s first and most enduring educators. In recent decades this ‘truth’ is frequently accompanied with recommendations firstly, about the need to support community ECD programmes in their parenting, including their role in supporting their children’s learning and development in ECD centres (MoES, The education (pre-primary, primary and post primary acts, 2008) (Ministry of Education and Sports; 2008). The policy recommends strengthening the relationship between the home and the community ECD programmes in order to enhance sustainability of established community ECD centres. Throughout the international field of early childhood development programmes, good communication and coordinated partnership between parents and staff is seen as essential to high quality care and education of young children (Mac Naughton & Hughes, 2008).
In Rotterdam, (Pence & Shafer, Indigenous knowledge and early childhood development in Africa, 2006) observed that parents and policy makers, educators and community leaders need to acknowledge the need for each other in order to be better able to communicate about the pedagogical climate at home and at the centre. Since ECD programmes are established with an aim of bringing social services nearer to people hence children will not be traveling long distances and also there will be increased enrolment at the centre since there are no costs attached for their children to study in community ECD centers (MoES. 2009). Ejuu, (2012) argued that effective stakeholder engagement in community ECD programmes enables better planned and more informed policies, programmes and services. Thus, engagement of stakeholders involves participation in the decision-making process and budgeting for the planned activities at the centre, improved information flow, opportunity to road-test policy initiatives or proposals with stakeholders (MoES, 2010). The earlier stakeholders are engaged in formulation of policies, the more likely these benefits are to be realized and the more likely the community ECD programmes being sustained (Ejuu, 2012).
ECD support systems involve the responsibility of all the stake holders responsible in the proper development and growth of children (Pence, ECD policy development and implementation in Africa, 2004) . It is up to each leader of the centre to decide their particular aim, motivation and approach to educational partnership (Duncan et al., 2012) once basic legal requirements are fulfilled. Again (Duncan, et al., 2011) noted that there are many organizations in Africa and world over that support communities with a hope of empowering them in the sustainability of these initiated programmes for the well-being of the child who is the future leader of tomorrow.
It is true no programme can entirely depend on the donor without community being part of it. However, there is still a problem that all the researchers have not yet addressed in as far as stakeholders are concern. Nothing has been pointed out on the roles of stakeholders, categories of stakeholders involved. Communities have influence on sustainability of any programme and if they are not given any powers then it is likely that they become passive. Therefore, much as ECD programmes are good for our communities there is need to have stakeholders’ voice in the implementation process if they are to actively engage themselves in ECD programmes if sustainability is to be realized which the researcher feels has not yet been addressed. In this very aspect the researcher assumes that some of the stakeholders to be the government officials like the district focal point persons, Centre coordinating tutors and local council leaders. The question that has never been answered according to the researcher is, “Do they also take their children to these ECD centres? And if they don’t, why?” As role models they must leave by example but if their children are studying in private nursery schools, then it is meaningless to have such stakeholders in the committee. The researcher would wish to see stakeholders have their children in these ECD centres which in most cases does not happen. Why this happens so has not yet been addressed. This means that even when implementing policy such stakeholders may be reluctant on certain issues which derails ECD programmes when it comes to sustainability.
COMMUNITY PARTICIPATION AND SUSTAINABILITY OF EARLY CHILDHOOD DEVELOPMENT PROGRAMME
In Australia, over 200 ethnic tribes live together harmoniously, with an intrinsic respect and appreciation for cultural differences that is passed on to the young generation not only at home but even at the learning centres alongside education. The importance of embracing culture in community ECD programmes is reflected in the Australian Government’s investment in a range of education programmes and strategies, which focus on developing global perspectives and building social cohesion (Eurydice & EACEA, 2009) . Stakeholders who are involved in ECD programmes have a critical role to play actively in promoting awareness and respect of cultural differences, but also in ensuring that all children experience quality education (Heckman & Masterov, 2004). All stakeholders involved become agents of social change and make a positive impact on sustainable programmes (European Economic and social committee, 2010). They have a responsibility to facilitate action as well as awareness on the relevance of community ECD centres to the entire members of society such that they actively participate and be able to sustain it (European Economic and social committee, 2010). While a culturally inclusive curriculum goes a long way towards achieving this goal, there is also an understanding that caregivers need to interrogate their own cultural identity to develop a pedagogy that is truly culturally inclusive and responsive (Eurydice & EACEA, 2009). It is also important to note that it is difficult to sustain Community ECD centres if the activities of the programme are not grounded in community values and practices (Van IJzendoorn, Yaman, Mesman, Bakermans-Kranenburg, & Linting, 2010).
Contrary to what happens in Australia, (Mac Naughton & Hughes, 2008), argue that ECD programmes in Amsterdam are often strained by practitioners and parents who always do not see how meaningful ECD is to the community. Parents are often unsure of their role, both at home and in the community centre when it comes to sustainability and children’s learning (Edward, 2004). As (Heckman & Masterov, 2004)again put it that parents and practitioners have different understandings and expectations of each other’s contribution to the community centre and children’s early learning (Share, Kerrins, & Green, 2011)
(Gamurorwa, 2004) pointed out that no communities or non-governmental organizations can easily maintain an effective community ECD programme without mutual partnership. The principle of developing partnerships between government, non-governmental agencies, the private sector and the community arises from social as well as financial needs. This is because the development, management and funding of early childhood provision is the joint responsibility of the all stakeholders (Goodall & Vorhaus, 2011).
(Mwaura, Sylva, & Malmberg, 2008) commended that community needs, and aspirations are key in setting up ECD centres. For example, Muslim communities that are running ECD programmes provide services and activities in early childhood curriculum grounded in Islamic knowledge, values, and practices. Community engagement is necessary for the initiation and advancement of the community ECD Programme (Mwaura, Sylva, & Malmberg, 2008).
It is important to note that many private owned nursery schools are sustained by community by paying fees to run the activities of the school. Some of the community members including Local Council (LCI) are part of the management team. On the other hand, community ECD centres have donors in partnership with government who run all the centre activities as well as paying their staff. In these community ECD centres parents’ contribution is through provision of labor but surprisingly when communities are told to continue with the programme with all the powers entrusted to them, these ECD centres collapse immediately. This implies that there are certain issues that are not addressed which make parents to be passive in participating in the running of these ECD centres, which have not been mentioned by any of the above researchers. If communities can afford to pay money to a private nursery school within the community but fail to contribute any money to the community ECD centre or sustain what has already been put in place for them, then where is the problem? The researcher to some extent assumes that possibly these ECD centres are established with a rush and/or without consulting the community leaders. This is the gap that the study sought to address.
