Resource Allocation and Access to Early Childhood Development Learning in Samburu County, Kenya

Abstract

Access to quality Early Childhood Development Education (ECDE) is recognized as a cornerstone for lifelong learning and human capital development. In Kenya, the devolution of education functions to county governments has heightened the need for equitable and efficient resource allocation to support ECDE programs. This study examined how resource allocation influences access to education for ECDE learners in Samburu County, Kenya. The research employed a descriptive survey design targeting 564 respondents, including ECDE teachers, head teachers, Quality Assurance and Standards Officers (QASOs), and School Management Committees (SMCs). Data were collected using semi-structured questionnaires and interview guides, with a response rate of 76.5 percent. Descriptive statistics revealed that most respondents perceived county funding for ECDE as inadequate, with low mean scores reported for teacher recruitment, training, and Parental contribution. Regression analysis showed a weak but positive correlation between resource allocation and access to education, although the effect was not statistically significant when controlling for other variables. Qualitative findings highlighted persistent challenges, including limited infrastructure, inadequate learning materials, and overreliance on non-governmental contributions. The study concludes that while resource allocation is critical for ECDE access, its effectiveness is mediated by complementary factors such as monitoring, technical capacity, and community engagement. The paper recommends improved budget prioritization, transparent disbursement, regular teacher training, and strategic public–private partnerships to strengthen early childhood education outcomes.