Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol 3, No 16, 2012 180 An Evaluation of The Availability of Learning Materials for Ecde at the Teachers Advisory Centres In Kenya Chepsiror Philomena MOI UNIVERSITY: SCHOOL OF EDUCATION E.mail: philojc@yahoo.com Cell phone: 0721303382 Abstract The focus of this study was to investigate if Teachers Advisory Centres (TACs) in Wareng District, Kenya are equipped with learning materials useful for ECDE. This work was based on Chris Argyris’ intervention theory. Forty (40) head teachers, 111 ECD teachers and 125 lower primary school teachers participated in the study. Descriptive survey research design was adapted for the study. Stratified, proportionate and simple random sampling techniques were used to obtain the samples. Data for the study was collected using questionnaire, observation checklist and interview schedule. Data was analyzed using descriptive and inferential statistics. Chi-square was used to test the hypothesis. The study established that although the provision of learning materials was central to the mission of the TACs, they were equipped with very few materials which were neither well organized nor sufficient to be borrowed by teachers. The researcher hopes that the findings will be useful to teachers and policy makers in enhancement of the utilization of the TACs for the provision of learning materials for better teaching in early childhood in Kenya. The study proposes that the TAC be well facilitated and equipped so as to support teachers in delivering the curriculum effectively. Key words: evaluation, availability, learning materials 1. Introduction The use of teaching and learning materials in Early Childhood Education (ECD) and indeed any other level cannot be overemphasized. Teachers Advisory Centres (Resource Centres) are units in the Ministry of education which were established in the 1940s to serve a cluster of schools. Ideally a cluster comprises of five to fifteen schools. A major goal of clusters and resource centres is to provide pupils and teachers with access to learning materials, especially in rural areas and small schools. Resource centres allow teachers to drop in and borrow or use materials including teacher-made materials, supplementary texts, teacher guides, curriculum guides, science equipment, maps and charts and other audio-visual aids for the classroom (www.unesco.org.iiep,Retrieved on 23 rd Sep 2010). In some countries, lavishly equipped centres cater for almost every conceivable need of teachers, while in others only simple facilities are provided. In certain countries, centres have responded to the needs of particular groups of teachers or catered for teachers in specialized teaching, with the result that they have changed the general character of a teachers` centre as serving all teachers and turned them virtually into subject laboratories. The least satisfactory type of pattern, which is the case in many Centres, is that in which a place has been called a teachers` centre in order to keep in step with educational fashion, but has been denied sufficient resources to enable it to provide any useful service. 2. Meaning and function of a resource centre NACECE, (1996) avers that a resource centre may be regarded as a concept, an idea, or a place that facilitates the development of and sharing of talents, skills, knowledge and innovations. One would expect to find a variety of resources such as toys, books, magazines, games, models of relevant technology which are designed to meet the learning needs of users and various target groups. People who meet and exchange experiences are also a central resource Farrant (1999 states that a resource centre is involved in collecting resources, organizing them and making them available to users. It is involved in informing people of new resources and of new ideas. It organizes training and facilitates development of ideas and of new resources. It should tap peoples’ ideas and skills and help them realize their ability to influence and change their own lives. The centre should make people contribute to their own learning and development. A resource centre should be a place filled with people sharing ideas, coming for advice or borrowing materials that can make them better teachers or caregivers for the children. Farrant goes further to state the main functions of a teachers` centre, which are to provide: in-service training, which is done usually by lectures, films and conferences in which teachers discuss with experts the problems that face them in their work, to provide seminars and workshops in which practical solutions to current difficulties