Early Childhood Education in Pakistan

1. Early Childhood Education in Pakistan How long can we ignore the foundations? AmimaSayeed January 29, 2013

2. Presentation Overview • ECE – What & why • Data Trends – Access & Learning • Readiness Levels for ECE • Policies & Experience • Action & Implementation

3. Borrowing from History

4. Will we ever learn?

5. 101 in ECE: What & Why? • 80% of the brain is developed in early years i.e. from birth to age 8 • Learning seems to peak between the ages of 3 and 10, but it continues throughout the lifetime. • Between 10 and 18 months, a baby's emotions are developed. Emotions are closely connected with long-term memory. • Child starts experiencing the world when s/he is 2 months old

6. 101 ECE: Scope of Terminology • ECE: looks at learning environment in school setting for 3 years and above especially till early primary i.e. class 3 or 4 • an emphasis on education inputs, providing a child-centered, activity-based learning environment to promote children’s healthy development • ECCE: looks at caring environment for young children within and outside school • ECD: looks at enabling environment for young children with equal focus on health and nutrition along with education • Katchi: a space set up for 3-5yrs children preparing them for Class 1

7. A Child’s Brain Develops Rapidly in Early Years Source:http://www.healthychild.ucla.edu

8. 101 in ECE: Investment Rationale

9. RTE Calling: 5yrs Old in School

10. Children not attending any pre-school 3 to 5 yrs

11. Provincial Trends

12. Readiness for School?

13. Are Schools Ready? • Teachers • Appointment & allocation • Attitude, interest, physical stamina & attributes • Content knowledge and pedagogy– learning, child development domains/ stages, active learning strategies • Spaces • Physical safety & security • Learning environment • Learning engagements • Operations • Budget • Supervision • Parental involvement & support • Learning resources

14. Developmentally Inappropriate Practices: Out of the frying pan, into the fire Out of School Children 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 • 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

15. ECE in Pakistan: What we have… • National Curriculum aligned with the developmental domains • Contextualized, 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 • Balochistan Sector Plan • Punjab ECE Strategy • Social Protection & RTE Bill in KPK • A fantastic mix of technical and grassroots expertise for Teacher Education, follow-up and support

16. Supportive School Environment Core Competencies and Outcomes Competent Teacher Key Learning Areas Domains of Development Early Childhood Education Philosophy and Goals Domains of Development Key Learning Areas Supportive Policy Environments Parental Involvement in Learning Core Competencies and Outcomes ECE Implementation Framework

17. ECE: What is promised (NEP 2009 & RTE) • Recognition and strengthening of Katchi class as part of formal system and opening of Kachi/ECE classes in the public sector • 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

18. ECE: What we need to do! • Pay heed to research & start implementing policies! • Get the basics right - in conceptualization, prioritization, planning, budgeting, teacher preparation and supervision • End the randomness – use of terms, introduction of textbooks, lesson plans, formulas, investment of & on resources • Build capacities & spaces – thinking & planning, teachers, schools, community learning centres • Connect – research & policy, school & community, numeracy/literacy with cognition & development

19. Finally, Bring the Child back to the Centre!