|The development of this policy was informed by the need to provide quality, equitable, inclusive and relevant pre-primary education services to enable children attain the highest requisite age appropriate competencies in their cognitive, affective, social emotional and psycho motor domains. The policy is divided into five main sections. Section one provides the background information that includes the importance of pre-primary education in developing foundational skills and competencies that are critical for school readiness. It gives a situational analysis of pre-primary education highlighting the roles played by the Education, Health, Childcare and Protection sectors. It further points out the salient challenges facing the sector which include inadequate
infrastructure, low public participation, low levels of advocacy and quality, sensitization, weak governance and accountability structures. The section also outlines the vision, mission, goal, scope, rationale and the stakeholder analysis in the provision of pre-primary education services. Legal and policy framework for early childhood education services both local and international are also highlighted in this section.
Section two analyses the thematic areas that are addressed in the policy statements and strategic interventions. The thematic areas identified include access, equity and inclusion, quality and relevance, sector governance and accountability as well as
research, monitoring and evaluation. Section three delineates the institutional framework for the implementation of pre-primary
education services at National, County, Sub-county, and school/center level. Section four highlights issues of finance and partnerships. Lastly, section five provides a statement on policy review. National Pre-primary Education Policy