Early Childhood Education in PakistanThe Quagmire of Policy, Practice and Political Will

Amima SayeedApril 4, 2012

Policies and Provisions: What’s Been Achieved?

National Curriculum aligned with the developmental domainsContextualized, consultative and research based

Frameworks for classroom implementation in rural and urban areas for ECE

Specific policies for ECE introduction, budgetary provisions and plans across Pakistan

A fantastic mix of technical and grassroots expertise for Teacher Education, follow-up and support

Promised Policy Provisions in Pakistan – 1998-2010

Recognition and strengthening of Katchi class as part of formal system and opening of Katchi/ECE classes in the public sector primary schools as the main strategy for increased access.

Full-time teachers for katchi class/pre-primary education will be trained and recruited.

Curricula development for ECE and coordinate for development of teaching-learning materials. Instructional material, teaching kit and A.V. Aids for ECE will be developed and provided to ECE centers and schools.

Free provision of Activity-based textbook (Qaaida) and other learning material for pre-primary education

From NEP 2009 to RTE (Article 25-A)

Gross Enrolment Ratio (GER) for ECE is 99% in 2007-08 (despite 7.3 million out of school children)

At least one year pre-primary education shall be provided by the State and universal access to ECE shall be ensured within the next ten years.

Provision of financial and food support to children who drop out because of poverty at ECE

Two year pre-service training to ECE teachers based on NCECE

Pre-Primary Enrolments by Gender and Area (2006-07)

Male Female Total

Urban 304,286 295,873 6 00,159

Rural 2,200,350 1,755,209 3,955,559

Total 2,504,636 2,051,082 4,555,718

Source: AEPAM 2008

Reality Bites: On ground Situation of ECE

Curriculum developed in 2007 has yet NOT reached all districts of Pakistan let alone teachers Finalization and notification of Urdu version of the

Curriculum has not happened yet. ECE is NOT included in the primary cycle with

implications on ECE regularization, New Staff Positions, financial

resources, monitoring & quality of learning environment Lack of accurate data required for planning ECE

programmes No coordination, nodal points, focal persons and

budgets!

Developmentally Inappropriate Practices: Out of the frying pan, into the fireOut of School

Children Trapped if born into

illiteracy, disinformation and poverty No exposure to tools

leading to critical thinking Societal trend of

disrespecting child’s views and independence

Economic pressures, forced and hazardous labour

Family disharmony, experience of abuse

In –school Children Hazardous physical

environment Instruction not interaction

or engagement If at all, unaware and ill-

equipped teachers Labeling, profiling, bullying

– set up for early failure Damning emphasis on

writing & discipline! Monolithic systems

Kills the innate creative potential and diversity

Ensuring Strong Foundations at Scale

Moving from franchised to contextualized models need for adapting the curriculum and

classroom resources for meeting the diverse needs of 3-8yrs

calculating unit costs on the basis of essential learning conditions and not just infrastructural requirements

Striking a balance between “donor driven activities”, “rapid pace of implementation” and “taking stock of experiences”

Improvement of ECE Quality at Scale

Immense need for developing deeper understanding of “how learning takes place”

Subtracting practices that are embedded in behaviorist learning approach

Developing learning webs within and outside school to promote healthy relationships and pro-social attitude

Promoting a culture of reflective practice to avoid mechanistic implementation of ECE curriculum

Ensuring Strong Foundations at Scale

Social and public accountability People to ask the political leaders about the promises

before re-election NGOs, Community Groups even School Committees must

push the government to fulfill its commitments Tracking of funds transfer and per child/per school

allocation Pulling the strings to push for ECE at individual,

institutional, taluka, district, provincial, sectoral and national levels

Health, Social Welfare, Women’s Welfare and Education ministries to align their targets and mechanisms

Academicians and researchers challenging the inadequate plans and presenting BETTER options