THE RELATIONSHIP BETWEEN THE ALIGNMENT OF EARLY CHILDHOOD DEVELOPMENT EDUCATION (ECDE) UNIVERSITY CURRICULA WITH LABOR MARKET REQUIREMENTS AND THE EMPLOYABILITY OF ECDE STUDENT TRAINEES IN KENYA

Abstract

The employability of Early Childhood Development Education (ECDE) graduates has become a growing concern in Kenya despite the increasing expansion of ECDE training programmes in universities and teacher training institutions. This study examined the relationship between the alignment of ECDE university curricula with labour market requirements and the employability of ECDE student trainees in Kenya. Specifically, the study sought to determine the extent to which ECDE curricula align with labour market demands and to analyze employability trends of ECDE graduates over the past five years. The study adopted a convergent parallel mixed-methods research design and was conducted in selected counties representing urban, peri-urban, and rural contexts. A sample of 300 ECDE teacher trainees was selected using stratified random sampling, while employers and policymakers were selected through purposive sampling. Data were collected using questionnaires, focus group discussions, interviews, and document analysis. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. The findings revealed that ECDE curricula moderately address labour market requirements, particularly in classroom preparation and practical skill development. However, significant gaps exist in the integration of transformative teaching methodologies, digital literacy, innovation, entrepreneurship, and other competencies demanded by contemporary employers. Although 64.1% of respondents agreed that the curriculum reflects current labour market needs, 54.0% perceived the overall alignment between training and employer expectations as weak. The study further established that employability prospects for ECDE graduates have deteriorated over the past five years. Most respondents reported declining employment opportunities, low labour market demand, limited absorption capacity, and widespread engagement in contract or temporary employment. Only a small proportion of graduates’ secure permanent employment, while low salaries and job instability remain prevalent challenges. The study concludes that there is a significant mismatch between ECDE training outcomes and labour market expectations in Kenya, which negatively affects graduate employability. The study recommends regular curriculum review, stronger university-industry partnerships, enhanced practical training, integration of digital and entrepreneurial skills, and the establishment of graduate tracking systems to improve employment outcomes. These interventions are expected to strengthen the relevance of ECDE training and enhance the employability of future graduates.