Implementation of Early Childhood Education Programme in Government-Aided Primary Teachers’ Colleges in Eastern Uganda: A Focus on Examining Core Competencies of Tutors

Abstract

Early Childhood Education (ECE) has become a turning point and bedrock for the education systems of countries of the world. This paper provides a critical examination into Tutors’ knowledge of core competencies in the implementation of ECE Programme in Primary Teachers’ Colleges (PTCs) in Eastern Uganda. Kyambogo University in conjunction with the Ministry of Education and Sports (MoES) initiated a special Curriculum for PTCs to train specialists who ought to possess desired competences. Core competences in this paper include effective communication, problem-solving, innovativeness, manipulative skills, mentorship, and creativity. A cross-sectional survey design was adopted for this study with purely qualitative methods of data collection and analysis. Data instruments included an informant interview guide, observation guide, and document analysis guide. The study was done on a sample of 63 participants who included; 42 Tutors of ECE, 10 Headteachers, 10 College Principals, and 1 Commissioner in-charge of ECE at the MoES. Participants were selected from 10 PTCs under Kyambogo University and 10 Primary schools in Eastern Uganda. The purpose was to inquire and report whether tutors were competent enough to handle trainees in colleges as per the theme of the study. Knowledge on; direct instruction, drill and practice, discussion, discovery learning, and inquiry approach were explored. Findings of the study revealed areas of weakness which required attention, for instance, the frequently employed methods of teaching were well known for enhancing teaching skills, stimulating the ability of teacher trainees to think for themselves, promoting teaching skills among tutors and routine teaching practice, on one hand. However, some of the approaches were reported to deprive teacher trainees of the ability to creative thinking. The study concluded that the intentions of the 2012 ECE curriculum regarding ‘Hands-on-learning’ were not being met because much focus was on passing written examinations. Recommendations were mainly in reference to the need to ensure that Tutors are exposed to Continuous Professional Development (CPDs) in the form of seminars, workshops, and conferences for purposes of capacity building. It is also recommended that the greatest percentage (75%) of the teacher trainees’ ECE examinations should be on Practicum and the least percentage (25%) should be on theory in order to attract the implementers to pay much attention to practical, ’hands-on-learning.’ Peer mentorship should also be promoted to empower champion tutors and trainees’ support.