o giving and collecting feedback from others on preliminary report;o strategies for dissemination of the final report to all stakeholders.2.4 The Research ToolsIn line with MPDI’s Guiding Principles 2 and the objectives of the Research , AMANIECCD drafted three research tools that were modified & agreed to by all Teammembers. The tools were developed to collect information regarding1. Background Information 3 on the communities and Primary schools prior tofield visits.2. The knowledge & beliefs about young children’s growth and development 4and current community pre-school arrangements.3. The interest of communities in formal education; children’s readiness forschool ; schools’ readiness for children 5 .2.5 Research InformantsMPDI & SWDC selected 9 communities to be involved in the community fieldresearch. The selection was on the basis that they are representative of the diversityof the communities across the ward, including communities …o with a preschool,o without a preschool,o with a primary school but no pre-primary,o with a pre-primary class at the primary school.The research team agreed that the language of the research with communityinformants would be Kimaasai, and Kiswahili with WDC & District Council.2 See Appendix 1: Guiding Principles3 Appendix 6: Research Tool - Background Information Data Sheets4 Appendix 7: Research Tools – Objective 15 Appendix 8: Research Tools – Objective 24
Care was taken in the planning phase to ensure that a wide cross-section ofinformants, with equitable gender balance, would be consulted,o at the community level, from young children to the elderly;o government, NGOs, and Faith Based Organisations.The range of informants was planned to include:-Community level Informants: Social Service Informants District Level Informants:o Childreno Women – traditional leaders,mothers, grandmothers,youth, traditional birth,attendants, business women &farmerso Men – traditional leaders,fathers, elders, youth,livestock owners & herders,farmers, business men,religious leaders,o Village government leaders,o Pre-school committeememberso Community pre-schoolteacherso Village health workers &TBAsPrimary Schoolso Children - Pre-primay, Std 1 & 2o School committee memberso Head teacherso Std 1 & 2 teacherso Teachers of Maasai and nonMaasai originsClinics &Dispensarieso staffWard Level Informants:o Sepeko Ward Councilloro Ward executive Officero Ward Education Coordinator,o Ward Community DevelopmentOfficero Ward Livestock Officero Village Chair persons,o Village executive officers.o District Executive Director,o District Education Officer & DistrictAcademic Officer,o District Chief School Inspector andother inspectorate staff,o District Community DevelopmentOfficer,o District Agriculture and LivestockDistrict Officers ,o Department of Water and LivestockRepresentativeo Representatives from of theDepartment of Health includingMonduli Hospital Head ofHIV/AIDS,o District Administrative Secretaries,o Division Administrative Secretary,o Monduli Teacher Training CollegeStaff,o Monduli Teacher Res ource CentreStaff,o Monduli Folk DevelopmentCollege staff,o Monduli Dioceses Disabilitiestreatment Centre staff.2.6 Research MethodsDuring the fieldwork, team members worked in pairs as co-researchers and fortranslation from Kimaasai to Kiswahili or English, and were on location for up to 4hours in each community visited.The research approaches used included, guided interviews, focus group discussions,and observations. In some cases children’s drawing was used as a specific strategyfor engaging children and including their feedback in the research. The framing ofgroup discussions and interviews were modified as much as possible to suitindividual communities, depending on the depth of background informationavailable on each community prior to the filed visit. Care was taken to ensure that ‘allvoices’ could be heard, for example in some instances it was necessary to divide5