Identification and Analysis of The Problems Facing Educational Assessment Resource Centres in Five Selected Counties in Kenya

Purpose: Educational Assessment Resource Centers play a pivotal function in increasing the educational prospects of children with special needs. Nevertheless, a marked insufficiency in funding, constricted number of personnel, lack of proper tools and traditional obstacles reduce the efficacy of services availed by EARCs. Therefore, the goal of this study was to delineate and analyze the problems affecting Educational Assessment Resource Centers in Kakamega, Baringo, Trans Nzoia, Uasin Gishu, and Elgeyo Marakwet counties. Methodology: The study used a descriptive survey approach. The study involved 15 County Education Officers and 80 Special Needs Teachers selected through purposive sampling. Open and close ended questionnaires were employed to collect quantitative data from the County Education Officers and Special Needs Teachers. Interview guides and observation schedules were also applied to gather qualitative data. Thematic analysis was used to analyze the data which was then presented in tables. Findings: The selected EARCs, pursuant to information gathered from 100% (15) County Educational Officers, suffered a sustained lack of resources within the last 10 years. This was reinforced by 85% (68) SNE teachers. The study also found out that EARCs rarely instituted educational programs specifically designed to cater to special needs children. Additionally, the study deduced that 9 (60%) County Education Officers did not fully understand the role of the EARCs in their counties. Thus, the findings indicate that EARCs were unable to dispense their duties as well as they ideally should have. Unique contribution to theory, practice and policy: The theory of this study is robust and feasible because it advocates for and indicates that better and revitalized measures would help in facilitating the realization of the objectives of EARCs. The recommended measures include but are not limited to enhanced training of special needs teachers, supply of enough and up-to-date tools and equipment to the EARCs, and the implementation of awareness-creation drives to educate as well as combat the negative connotations associated with special needs children in the selected counties. Also, the study postulates that refined teaching programs are necessary to lend relevance to the function of EARCs in the studied counties. The study also recommends for a marked policy shift to better address the plight of SNE learners in the focus counties and elsewhere in the country.