South Asian Regional Conference on
ECCE
Policies and Practices
Towards 2015 and Beyond
August 27-29, 2012 New Delhi, India
Pakistan
Mr. Aslam Kamboh
Secretary Schools Education
Government of Punjab
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
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
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
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
Early Learning Development Standards (ELDS)
Personal And Social
Development
The World Around Us
Language And Literacy
Health And Hygiene
And Safety
Basic Mathematical
Concepts
Creative Arts
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
Phased Establishment of
ECE Rooms in Govt. Schools of Punjab
Total Number of Target Schools 60,000+
Phase III
2015-2021
100% Govt. Schools
with ECE rooms
Phase II
2013-2015
40% Govt. Schools
with ECE rooms
Phase I
2011-2013
20% Govt.
Schools with
ECE rooms
ECE Rooms in Govt. Schools
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
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:
o
Significance of ECE
o
Key competencies of ECE Teachers- according to ELDS
o
Early Childhood Development- expanding the scope beyond ECE
o
Understanding Learning and Learning Environment.
o
Child-centered and rights based approach
o
Establishment of ECE Classrooms/ Use of Learning Materials
o
Assessment , Monitoring and Evaluation.
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
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
THANK YOU
VALUE
ORGANIZATION
Thank You
QUALITY
TEAMWORK