South Asian Regional Conference on E C C E Policies and Practices Towards 2015 and Beyond

1.  South Asian Regional Conference on ECCE Policies and Practices Towards 2015 and Beyond August 27-29, 2012 New Delhi, India Pakistan Mr. AslamKamboh Secretary Schools Education Government of Punjab

3. Pakistan – Key Facts • Population 180 million • Provinces 5 & 3 areas (FATA, ICT & AJK) • Education Provision: • Public Sector: 63% • Private Sector:37% • NER Primary: 66% • ECE (3-5 yrs): 50-60% (est.) Including Aided Education Foundation & Madaris 1-2% • Article 25- A; Right To Education 2010 for 5-16 years • Laws being developed but resources limited to back 25 A

4. Policy and Sector Plans For ECE • National Education Policy 2009 - Chapter 5 on Access provides for ECE for ‘broadening the base’ of learning • NEP 2009 earmarked ECE as a 2 year focus 3-5 years and state commitment for one year of ECE experience in public sector schools – Of 5 Policy Actions - 3 on Quality (pp.35-36) • National Plan of Action for EFA 2002-2015 – ECE as the Third Pillar after UPE & Literacy (targeting access to 50% children) • After 18th Amendment in 2010 Education devolved entirely to the provinces – each province committed to NEP 2009 • Provincial Sector Plans in place and being finalized; all include ECE as an area of focus – • Punjab has a Scaling Up Strategy for ECE 2011-2021 • Balochistan has a Provincial ECE Plan 2011-2015; with district plans for 100% coverage

5. Multi-Stakeholder s Partnerships for ECE/ECCE in Pakistan • Government of All Provinces and Areas • Education Foundations • Civil Society Organizations- with technical innovative and service delivery capacity- very large contributions through public private partnerships in all provinces • Private Sector providers • Corporate Sector – CSR for ECE – brand based by UNILEVER and others • INGOs • Donors: World Bank, DFID,UNICEF, UNESCO, USAID, CIDA, European Union, GIZ, Netherlands, Norad etc. A Very Inclusive Approach In Place as a Win-Win Position

6. Quality • ECE National Curriculum 2007 – a comprehensive holistic document developed with best practitioners in the country (upgraded the 2002 document) • Early Learning Development Standards (ELDS) 2009 • Training modules for teachers and learning materials for ECE in place in all provinces with many innovative programs with CSOs, INGOs and donors • Textbooks/materials can be produced through multiple providers through open advertisement

7. Early Learning Development Standards (ELDS) Basic Mathematical Concepts Personal And Social Development Health And Hygiene And Safety Creative Arts

8. Scaling Up Strategy for ECE in Punjab 2011-2021 • Led by the Quality /Training Wing – Directorate of Staff Development(DSD) Punjab and its elaborate decentralized set up in 36 districts and district teacher educators (DTEs) • Embedded in partnerships with CSOs, Private Sector and Development Partners • Steering Committee on ECE for access, quality and governance – at provincial & district levels • Establishment of Kids /ECE Rooms in every school ..targeting first schools that have at least a room available for ECE • Appropriate Learning Materials • Teacher Training – Modules finanlized, pre tested and master trainers trained • Financing of ECE strategy - 2012-13 Rs. 200 million allocated

9. Phased Establishment of ECE Rooms in Govt. Schools of Punjab Total Number of Target Schools 60,000+

10. ECE Rooms in Govt. Schools

11. Learning Materials • Stimulating Environment in ‘Kids Rooms- with specific layouts “goshas/activity learning corners • Textbook Boards primers together with many ECE supplementary materials and kits aligned to Language & Literacy; Numeracy; the World Around Me; Home , Art & Environment Corners • 16 weekly modules from “I am a little child, my body, family, mother’s/ father’s hard work, my home nutrition, friends, animals birds etc. – by PLAN International

12. Training for ECE in Punjab • Capacity building of head teachers, ECE teachers(2 from each school) parents and community through hands–on training workshops at district level on: • Significance of ECE • Key competencies of ECE Teachers- according to ELDS • Early Childhood Development- expanding the scope beyond ECE • Understanding Learning and Learning Environment. • Child-centered and rights based approach • Establishment of ECE Classrooms/ Use of Learning Materials • Assessment , Monitoring and Evaluation.

13. Challenges • Almost 35% children drop out between ECE grade to Grade 1 is a major challenge for ECE and primary education undermines Road Map to Reforms mandate for 100% enrolled, retained & learning in schools. • Debates ongoing to expand focus from 3-8 to sustain pre-school and transitions to primary and post primary - and fulfill obligations to 25 A • Insufficient trained personnel to fully embrace ECE as a holistic program (Head teachers, teachers, field staff) • Lack of trained teachers with pre-service qualifications and few institutions in place for ECE pre-service • Limited resources to expand ECE as a comprehensive holistic program • Lack of sufficient and ongoing research on ECE, especially longitudinal studies

14. Way Forward • Continue to make ECE as a strong foundation of Education Sector Plans linked to right to education (RTE) and with ECE section in the Dept. of Education • Allocate progressively higher resources to ECE and appropriate number of personnel/posts for ECE teachers • Expand pre- and in-service opportunities as on the job programs in ECE through modular approaches • Invest in and expand a culture of research with public and private institutions for making a stronger evidence based case for ECE • Work with the SA region to share best practices, learning materials and trainers/ technical expertise & research • Have South Asian Web Learning Portal for ECCE • Welcome partnerships locally, nationally, regionally • and internationally for ECCE promotion in Pakistan

15. THANK YOU

16. VALUE ORGANIZATION Thank You QUALITY TEAMWORK