South Asian Regional Conference on
Early Childhood Care and Education (ECCE)
Policies and Practices: Towards 2015 and Beyond
Monday 27 August – Wednesday 29 August 2012
Quality & Integration Challenges
Baela Raza Jamil –
Idara-e-Taleem-o-Aagahi(ITA)&
South Asia Forum For Education Development (SAFED)
ECCE (0-8) – To Love them or Not?
An Existential Issue for Humankind
• Children waiting to be the centre of attention in South Asia
• Suffer violations, passive and silent spaces in :
–
–
–
–
Homes
Community
Schools
Society
• Yet children evoke the best, most spontaneous emotions
• Suffer from uneven/indifferent parenting regimes of care,
protection, support, stimulation and learning due to many
reasons including poverty, vulnerability, lack of resources
and information on high returns to investment of ECCE
• A chronic lack of inter-departmental collaboration for
challenges of health, nutrition, care/protection & learning
ECCE/ECD – An ever expanding space..is it?
•Good news is there are lobbies mounting for unpacking ECCE as an upgraded
integrated care, nurturing and learning period for holistic human development –
the best investment with long term impact; an expanding scope for ECCE
unfolding in practices :
•From 0-5; Home+ Pre School
•From 0- 6; Home+ Centre +Pre-school+ School
•From 0-8; Home + Pre School + Lower Primary holistic and multi-sectoral
(good birth outcomes; prenatal, neo natal, health, nutrition, well being, care &
education of children)
Three transition experiences : Home + Pre-school + Lower Primary (k– 3)
critical spaces for strengthening the foundations of human development
- Following up on the Moscow Framework for Action & Cooperation (2010)
- In Pakistan ECE a legitimized mainstreamed education program for 3-5 yrs
Although articulated holistically it is restricted to learning readiness and protection
for children at best in public sector schools and in some private sector provision
there is some focus on parenting, nutrition, health milestones,
Policy provisions Positively Regularized ECE
into Public Sector/Private Sector Schools
•
National Education Policy 1998-2010 - acknowledged ECE as necessary
•
Education Sector Reforms Action Plan 2001-2005 (provided funds for ECE
innovative program across Pakistan supported ECE in government schools)
•
National Plan of Action for EFA 2002-2015 - target is 50% of ECE children in
formal learning space by 2015 (access already achieved) but challenges of
quality and resources are enormous
•
National Education Policy 2009 formalized ECE as part of the Access
Chapter (5) – a foundational sub-sector prior to Primary but only for age
group 3-5 and government commitment for 4-5 – l short of 0- 8!
•
2011-2012 Provincial Education Sector Plans ensuring inclusion of ECE but
only as provision for 4-5 as “katchi” through public sector support; Scaling up
strategy; Global Partnership for Education (GPE) support to provinces
contingent on ECE as a key area in a sector wide approach
•
Right to Education Act 2011 for Islamabad Capital Territory (ICT) has ECE in
its provisions (passed by Senate, but not by the National Assembly)
ECE SNAPSHOTS
•
Out of 5 provinces, in 2 the Global Partnership for Education (GPE) is
supporting the sector planning process where ECE is included as an
important sub-theme (GPE pledged 100 million to Sind and Baluchistan
supported by local education stakeholders)
•
Provincial ECE Plan: In Baluchistan, with UNESCO support, Society (CSO)
and Government, have prepared the provincial and district ECE plans for
100% coverage by 2015 as a multi-stakeholder partnership; but for 20122013 budget for ECE is nil
•
Provincial ECE Scaling Up Strategy: In Punjab ECE is a focus area with a
strategy for ECE scaling up in place 2011-2021 for reaching out to all to
60,000 + schools; allocation in the budget of Rs. 200 million in 2012-13;
Punjab has aggressively set up Kids/ECE Rooms in 2011-2012 across the
province allocating modest funds to make ECE rooms lively for learning;
Master trainers have been trained and standardized materials for ECE being
shared with all partners (NGOs, Donors, Private Sector) Public Private Partnerships are the order of the day in Pakistan –best models
•
Types of ECCE/ECE
• Private Sector/Social Welfare Dept.- Day Care Centres
– not always integrated multi-sectoral approach
• CSOs/Research institutions – 6 months -5 years –
integrated, health, nutrition, parenting, growth monitoring,
learning readiness and research (very few) ..strategic
working to share data for policy influence and costing
options (Aga Khan/ ITA)
• Private Sector - 2- 6 – preparatory learning readiness
with some health and nutrition support
• Public Sector – Dept of Education – formal schools and
non-formal 3-5 (one year) – with many partners working
• Emergencies/Relief : in multiple spaces ECD
automatically happens, multi-sectoral in an optimal sense
but lessons not learnt for mainstream /country
ASER & Pre-School Enrollment (3-5)
Rural: Enrollment of children of
3 - 5 years 43% in 2011
Urban: Enrollment highest in
Karachi (69%); Lahore (59%) &
Peshawar (41%)
Action : Early years need the
best investment –as the
foundation years for future
learning. Special attention and
resources needed to increase
enrollment with trained
teachers and safe learning
environment
Strengthening Institutional Capacity –
ECE & ECCE Trends from Pakistan
•
•
•
•
Pakistan Population:
ECE age group 0-8:
NER Primary :
GER ECE
:
180 million population
26 million
Male: 71, Female: 61, Total: 66
50-66% Rural
Source: ASER Pakistan 2011
• Public Sector :
• Private Sector :
63%
37% Including Aided Education
Foundation schools 1-2% madrassahs
State of ECE in Pakistan- OOSC
Insights
Annual Status of Education Report(ASER)PAKISTAN 2011:
ASER 2011 Pakistan Reading
Learning Level - Urdu/Sindhi
5 Year
60
6 Year
7 Year
8 Year
52
% Children
50
40
30
20
37
30
26
33
30 30
28
22
22
18
17
15
10
13
10
2
5
1 3
6
0
Beginner
Letter
Words
Sentences
Story
ASER 2011 Pakistan Arithmetic
Learning Level - Arithmetic
5 Year
60
6 Year
7 Year
8 Year
53
% Children
50
40
30
20
39
30 31
27
19
33 34
26
24
20
18
14
10
10
2 5
9
4
1 2
0
Beginner
Number 1-9 Number 10- Subtraction
99
Division
Findings from ASER 2011
• ECE , unlike perception is not predominantly a private
sector phenomenon; 67.6% children were enrolled in
government schools, 29.3% in private schools, 2.7% in
Madrasahs and 0.4% in other types of schools such as
non formal schools and literacy centers
•
Average number of rooms for conducting primary level
classes in government schools is 2 , whereas in private
schools the average number of schools allotted for
primary education is 4
• Quality continues to be under pressure
District
s
Village
s
Schoo
ls
Hous
e
holds
Children
141
4230
7000+
84600
250000+
Institutional Space for ECE/ECCE Public
Sector/Autonomous/Private Bodies
•Department of Education/Schools/Literacy
•Department of Non-formal and Literacy (Punjab)
•Education Foundations- aided low cost options
•National Commission for Human Development
•Department of Social Welfare and Special Needs
•Department of Health - MNCH –
•
Lady Health Workers (LHW)
•
School Health and Nutrition Supervisors
Punjab – outreach to schools incl. ECE
•Provincial/National Disaster Management
Authorities
•Universities – Public and Private
•Training & Research Institutions Public &Private sectors
ECD & Emergencies
• ECD is a sad, but inevitable reality in all emergency
responses
• INEE has excellent guidelines on ECD and protection
• Pakistan has experienced a spate of emergencies
and displacement and continues to do so
• During relief periods ECD takes place due to space,
proximity of care givers to address all the core issue
of shelter, nutrition, health, parenting , psycho social
support – all sectors come together .. And then
disappear .. ..sad situation but a lot of activity,
support groups and togetherness ..
• Do we need emergencies to do ECD ? Poverty and
vulnerability .. Are they an opportunity for ECD?
•
ITA ECE/ECD
• ECE in WSIP: ECE integrated in all Whole School Improvement
Programs in 600 + govt. schools (1 year preschool)- health and
nutrition also part of the program –
• Focus has been to influence government systems - through
models/ tools development, demonstration and policy work –
government has taken ownership
• ECE supported by ITA, Partners, Dubai Cares, OXFAM, and
UNILEVER Pakistan – large scale
• ECD (0-5yrs) ECD currently a pilot in flood affected are as 15
centres – testing it all Health, Nutrition, Parenting, Care,
Protection and Early Stimulation – Community space, Model
Villages and one in a Govt. School
• Linked with health and education including Technical
Vocational for mothers –
• ECD children transit from the centre to the WSIP school in the
neighborhood – Research is just beginning to influence policy
and expand practice - longitudinal study - 5 years..
Core Areas of Sanjha Vehra (Our Courtyard)
•
•
•
•
•
•
•
•
•
•
Developmental Milestones- Physical, Cognitive , Emotional
Protection and care ..safe spaces
Nutrition – healthy cooking once a week demonstrations for mothers
Aesthetics/creativity - exploring colors, words, body movements;
songs and sounds – connecting with Multiple Intelligences
Learning Readiness literacy – mother tongue, numeracy activities,
paced, interactive – making sense by ourselves- creativity focused
Mothers’ Health (pre-post natal), Child Care , Well being- and
expressions
VOTECH & /Literacy for Mothers /Surrogate mothers older siblings
Mothers’ engagement in certified skills/vocations for livelihoods – life
skills and DRR
Sanjha Vehra Teams : Manager, Asst, Lady Health Workers
(LHWs) co-opted; visiting Doctor/Nutritionist, Speakers-role models,
Vocational Teacher/s..
Open to Experimentation .. Out of the box thinking ..
Itihad Model Village MZG
Session with LHWs/Doctors for
Teachers & Mothers in ECD
Teachers and LHWs being
trained under ECD-SV
Mothers sessions with LHW and
Doctors on primary health issues
under ECD-SV
Activities done with
Children at SV
• Color Identification
• Story telling
• Identification of fruits
in local language (Seraiki)
• Rhymes and Lories (lullabies)e
• Toys & Puppet exploration
Kitchen Gardening in ECD Centres
– Kot Addu
Aga Khan FoundationPartnerships for Research & Training
Quality technical support/services in the field of ECD by the Aga
Khan University (AKU) and its institutes.
1. Institute for Educational Development: M.Ed; PhD, In-service,
research, learning materials and policy influence
2. Human Development Programme (HDP) expertise for the whole
ECD age group (0-8yrs) for the 0-3 years age group in particular.
Offers, Advanced Diploma in ECD; online with 2 weeks face-toface component;s short courses in ECD, including custom
designed courses for clients. Research for Releasing Confidence
and Creativity (RCC-ECD) and Family Recourse Centers under
ECD Project Balochistan
3. Depts. of Pediatrics and Child health and Community Health
Sciences; undertakes public and private sector ECD research
studies.- PEDS Trial-in the ‘National Programme for Family Planning and
Primary Healthcare’ for maternal and child health and nutrition services to
families in rural and remote areas; exploring role of rural Lady Health
Workers (LHWs)- with 0-24 months- ‘Early Child Stimulation and Responsive
Care for Development Programme’ Health only or with Nutrition for best results
ECE SNAPSHOTS- Financing & Support
• ECE Budget Allocations: Of all the provinces Punjab is the only
province to have allocated in fiscal budget (2012-2013) Rs. 200
million or US $ 2 million to implement its ECE scaling up strategy
along with partners
• ECE is mostly supported in public sector by:
–
–
–
–
–
Civil Society
Private Sector
INGOs,
Donors
Corporate sector - CSR
Large education programs through budgetary support and key
donors now focus on ages e3-8 committed to pre, primary and post
primary transitions along with good learning materials
Coalitions for Children’s Rights,
Education & ECCE
Protection & Education
• Child Rights Movement
– 100 members across
Pakistan
• Pakistan Coalition for
Education (PCE)
– Over 200 members
• Professional Teachers
Association Network (PTAN):
Early Years Learning
Association (EYLA)
Regional & Global
• Regional
• ARNEC, ASBAE, SAFED
• Global Education
Initiative - 2015 and Post
2015
• Learning Metrics
Taskforce – Brookings on
Pre-School; Primary and
Post primary
Policy Recommendations:
•
Good government large scale initiatives but without an investment and resource
strategy for quality, human resources these will be short lived and children will
continue to suffer from social, emotional and learning stress especially the vulnerable
albe bottom 2 quintiles
•
Emergency and development strands need to converge to learn from each other and
make room for a comprehensive ECD program in Pakistan – can begin from areas
that are prone to emergencies to scale up sustained ECD programs
•
Emergent health and education collaboration must be strengthened for institutional
ownership and the beginning of an ECCE program in Pakistan
•
Need for a multi-sectoral stakeholders group to formulate ECD/ECCE national
strategy document with provincial ownership to follow on Moscow Framework,
Regional Initiatives and emerging 2015-post 2015 directions
•
Research network for South Asia to be created and strengthened to replicate good
studies and capacity building practices
•
Faculty exchange for ECCE training and in-service in South Asia
•
Like ASER Pakistan/India we can have a similar annual report for ECCE
THANK YOU
Points to Ponder
Here are some important questions to think about:
Q:Although much stress is on enrolment, the real question is whether
the schools are ready to induct young children and provide them
with a thriving, curious and positive nurturing learning environment?
Q: Are there teachers available and trained to facilitate a batch of 3050 -90 children?
Q: Do the schools have sufficient learning resource material to make
the experience meaningful?
Q: Do the teachers’ realize the significance of ECE and do they see
themselves as quality caregivers?