Introduction


In Pakistan, with its population of just over 180 million people, high primary school dropout rates, and low adult literacy levels, too few children from impoverished backgrounds benefit from a quality early childhood education (ECE). The pre-primary ( kachi ) level was officially discontinued from the public education system in the 1980s and the pre-school learning environment available within the private system is within the reach of only a few. Where primary-level classes exist, the numbers are often so high that is it impossible for teachers to establish a child-centered and active learning environment, or to create meaningful relationships with their learners. Most teachers are lacking in the specialized skills needed to meet a preschooler’s psychosocial and educational needs and continue to apply traditional teaching methods. Many are unaware that such skills are even needed, or why they are important, and for those who do want to learn more, there are still too few opportunities in the public system for in-service training around ECE concepts.  During the early 1990s, the center fostered active learning approaches within government sector schools through the Initiating Change through Professional Development (1992-1996) project. This initiative exposed the poor standards of kachi care available in many communities and led to the 1997 Early Childhood Education Project (ECEP). Through the ECEP, the TRC was able to pilot an innovative in-service training strategy oriented around ECE concepts in 45 schools over a five-year period. The TRC also successfully piloted ECE curriculum guidelines and low-cost, locally prepared learning tools and resources. Indeed, the project initiated the beginnings of TRC’s work with the Curriculum Development Wing of the Ministry of Education and Pakistan’s first-ever, early childhood education curriculum. To date, nearly 40,000 people have benefited from the ECE capacity-building provided by the TRC. This paper offers a brief overview of education, ECE, and teacher training in Pakistan, a rationale for the TRC approach, and outlines some of the ongoing challenges in taking the model to scale.

1.1.         Children and their right to education



Pakistan is a low-income country with a population estimated at 180.7 people (Economic Survey of Pakistan, 2011-2012) but now crosses 200 million. The country has been classified as a transitory and vulnerable state (Government of Pakistan, 2003), weakened by decades of internal political feuding, a declining export base, and little new foreign investment. The rapidly growing population, the increasing pace of urbanization, and a substantial influx of refugees in recent years have further aggravated an already inadequate public service infrastructure.

One-third of the population live below the poverty line and another 20 percent hover just above it. The 2009 report, The State of Pakistan’s Children, by the Society for the Protection of the Rights of the Child (SPARC) (The Express Tribune, 2010), highlighted that every year 400,000 children under the age of five die due to illness. Of these, 300,000 succumb in the first year of their life. Thousands of children are victims of internal conflict and displacement while increasing poverty is forcing young children into the informal economy or exploitative work practices. In 2003, UNICEF estimated that there were about eight million child laborers in Pakistan. In 2005, the Pakistan Human Rights Commission estimated this number to have increased to 10 million (Society for the Protection of the Rights of the Child, 2009).

The SPARC report further underlined the lack of legislation and bare minimum budgetary allocations for child-centered programming in the country. Millions of children are missing out on their right to education and basic health care as a result. Progress in meeting international commitments on universal access to primary education (UPE) is uneven between urban and rural areas, between girls and boys, and between population groups even though the Government of Pakistan is constitutionally bound to provide free and compulsory secondary education for all its citizens since the 2010 Education Act.

The basic education system in Pakistan has been in crisis for many years with numerous educational policies and five-year plans introduced since 1947 all failing to reach targets for UPE (Mahmud et al., 2006). At the institutional level, the lack of leadership and critical investment in policy commitments has led to some of the worst educational indicators in the region and the world (Warwick et al., 1995). The Education for All Global Monitoring Report 2011 noted that 7.3 million primary school-aged children in Pakistan were out-of-school in 2008 (UNESCO, 2011), the majority of whom were girls. In addition, 51 percent of the adult population in productive labor lacks even the most basic literacy skills. The Government of Pakistan’s own assessment of the rate is a little higher, but no less worrying, at 57.7 percent (counting all people aged 10 years and above), with male literacy at 69.5 percent and female literacy at 45.2 percent (Government of Pakistan, 2011).

However, early childhood education in Pakistan has greatly benefited from private sector schools offering nursery, kindergarten, or Montessori-style education. But these schools are mostly located in urban centers and small towns. Here, children aged 2-5 years are taught in separate classrooms by teachers using adapted ECE materials. Religious schools also offer pre-primary services of varying quality to children.

1.2.         Worldwide Status of Early Childhood Education

 ECE is experiencing an increasing focus and transformation worldwide. In all societies of the world, early childhood care is frequently deemed to be the responsibility of families. Parenting practices have strong effects on learning and development (Myers, 2004, p. 62). Good-quality early childhood provision within families and communities can dramatically improve children’s readiness for primary school (UNICEF, 2007).


Internationally, more and more children are attending informal and formal early childhood settings at an earlier age. In Europe, up to 50% of all four-year-olds attend educational centers with a trained teacher, and in countries such as Belgium, France, and Italy, over 90% of three-year-olds have access to some form of pre-primary education (Fleer, 2001). Australia has also experienced a rapid growth in children accessing early childhood services, with 83.4% of four-year-olds and 11.2% of three-year-olds participating in educational programs in 2004-05 (Steering Committee for the Review of Commonwealth/State Service Provision, 2006). Tasks previously considered the sole responsibility of parents and families are now shared within the wider community. Early childhood settings, including crèches, day-care and family daycare centers, kindergartens, and preschools, are increasingly responsible for the nurturing, development, and education of children from birth to five years of age (Commonwealth Taskforce on Child Development, 2005). This rapid expansion of early childhood services has caused governments to review policies, teacher training, and funding of early childhood services to promote quality educational practices and environments (Drury et al, 2000; Lambert & Clyde, 2000; Miller, 2002). International research has recognized that the early years of a child’s life significantly impact their development and future academic capabilities (Fleer, 2001). Research in the field of neuroscience has disclosed that brain development is faster and more extensive in the early years of life than previously thought. In the first three years of life, the brain’s neural connections become ‘hard-wired’ (Fleer, 2001, p. 12). While brain development – the production and elimination of brain synapses – continues throughout life, the brain’s production of these learning pathways is greater in the first decade of life. During this time, high levels of stimulation in rich and dynamic learning environments are thought to enhance brain development (Shore, 1997; Mustard & McCain, 1999). Furthermore, longitudinal studies – such as the High Scope Perry Preschool Study (Schweinhart et al, 2002), which followed the lives of 123 lower socio-economic African Americans – have identified that participation in high-quality preschool education programs significantly contributes to a reduction in crime rates and improvement in educational and economic status, potential earnings and commitment to marriage in later life. Increased participation in ECE and attention to research have led to a range of programs and research projects being initiated. In the USA, the Head Start Program was introduced in the 1960s and 1970s in response to the government’s Great Society War on Poverty (Lambert & Clyde, 2000, p. 3). Head Start aimed to compensate for the educational disadvantage of three- and four-year-old children. It was not until 1987 that ECE in the USA adopted a unified approach, with the concept of ‘developmentally appropriate practice’ (DAP) being developed by the National Association for the Education of Young Children. Based on Piagetian theories, DAP programs promoted child learning through success-orientated tasks that matched children’s level of development (Lambert & Clyde, 2000). In the United Kingdom, the government recognized the significance of children’s early years of development and of the need for quality careers in a 1990 report titled Starting with Quality (Miller, 2002, pp. 76-79). Several reports and studies followed, including the Effective Early Learning project from 1993 to 1997 (Pascal & Bertram, 1997), which concentrated on developing career planning and reflection practices to raise the quality of early learning in young children. The 1998 Sure Start project (Drury et al, 2000) promoted the health and development of young children through local authorities working with communities to meet the needs of young children and their families. An ongoing longitudinal study involving over 3000 children – the Effective Provision of Pre-School Education (EPPE) project – commenced in 1997 with the purpose of improving the quality of early childhood care, education, and delivery of services (Sylva et al, 2003). Similarly, Australia has also experienced a growing interest in ECE, giving rise to a number of government-sponsored reports, beginning with A Snapshot of the Early Years of Schooling (Laver & National Board of Employment, Education, and Training, 1992). In 1999, an Australian background report was prepared for the Australian government as part of the Organization for Economic Cooperation and Development’s thematic review of ECE and care. This report identified the need to develop a ‘national vision for children’ (Press & Hayes, 1999, p. 62) and expand the provision of quality ECE and care to meet the needs of all Australian children. In spite of this, there is considerable diversity in the organization of ECE in different countries. Most have exhibited a clear awareness of the need to embrace ECE within the government’s policy and legislative frameworks. This encouraging development is attributed in part to global initiatives. Obviously, not all countries have reached the same level of development in this regard. In developing countries, where Education for All is still far from becoming a reality, the provision of ECE is still very limited and, more often than not, organized on a private basis. It is therefore only available to children from the wealthiest of families – in other words, there is flagrant inequality which is, once more, detrimental to those who are the most disadvantaged.

1.3.         Challenging traditional approaches to teaching at kachi and primary level

Understanding the culture of government education departments, the TRC realized that potential participants would not be able to devote themselves to a year-long teacher education program. Public sector schools in urban areas often work in a two-shift system, which either has a primary boys and girls shift (one in the morning and one in the afternoon), or a primary and secondary shift in the same building. In-service teachers from the private sector are also rarely given time off for professional development. Limited time, resources, and staff made an extensive education program seem like a utopian ideal.



The challenge became to develop a quality, small-scale, and replicable in-service ECE teacher training program. The first strand of the strategy focused on mobilizing teachers to get involved, beginning with raising awareness about the critical foundation years and convincing teachers that they were the key to quality ECE. Before focusing on any skills, teachers explored the importance of brain stimulation, how children learn, the role of adults in an early-year classroom, and a simplified version of constructivist theories. Through experiential learning exercises and reflection, the TRC helped teachers to internalize the importance of trust and security in the learning environment. Emphasis was also placed on teacher-child interaction including support for individual children. The workshops further served to clarify misconceptions that teachers held about children and their behavior in the classroom. These aspects are still constantly reinforced in TRC programs.

Next, the training involved combining theory with daily classroom practice. Teachers in government schools rarely follow daily teaching plans. The trainees were equipped with guidance notes on age and culturally-appropriate learning activities and practices. This allowed teachers to become more involved in organizing classroom activities and the learning environment and learn about pacing themselves and their students.

In the ‘plan-do-review’ segment of the daily routine, when children take responsibility for their own tasks and learning, the High Scope Educational Research Foundation’s Curriculum for young children seemed like a good fit for TRC’s training requirements. TRC had prior experience of implementing different segments of this curriculum and a contextualized learning plan for ECE in Pakistan was created around these principles. To assess progress, paper, and pencil tests were replaced with ongoing observations, checklists, and portfolios.

A critical component of ECE capacity building was to build classroom support into the training schedule, as well as encourage trainees to keep reflective journals. During support visits, workshop leaders observed the trainees’ interactions with their charges, gave feedback, and helped reorganize the learning environment and set goals for further improvement. A relationship of trust was established so that teachers felt supported rather than judged. Headteachers and supervisors were also taught how to provide support to teachers and to get involved with the kachi class.

Overall, the TRC approach helped teachers to become co-creators of their own professional development journey and to build self-reliance and self-accountability. TRC has also helped to ensure that an orientation session on ECE for teachers is now mandatory at kachi level, irrespective of the teacher’s prior experience, or professional or academic qualification.

1.4.         Issues and Problems in Pakistan Related to Early Childhood Education

 It is generally considered that ECE is the last priority of the government. The budget for ECE is negligible and the funds allocated for ECE under the education sector reforms are too meager and inadequate to cater to the needs of approximately 8 million children in the respective age group. Although pre-primary education (katchi classes) has been recognized in the current national education policy as part of a formal system extending elementary education from katchi to Year 8, minimal measures have been undertaken to implement the policy provision, with the exception of the development of ECE curricula. Neither separate classrooms nor teachers have been provided and there is a bare minimum of other essential facilities. Provinces, districts, communities, and schools lack the capacity to plan, implement and monitor ECE programs. Training facilities for teachers and managers/administrators are rarely available. Due to poverty and the lack of access to basic social services, the majority of children under five years of age are suffering from malnutrition, poor health, and a lack of access to safe drinking water and adequate sanitation. Complications related to pregnancy, childbirth, maternal anemia, and malnutrition kill many women every year. Poverty is the biggest obstacle and constraint to meeting the needs and protecting and promoting the rights of children (Ahmad, 2011).



Early childhood education in Pakistan faces several issues and problems that hinder its effective implementation and impact. These challenges have significant implications for the development and well-being of young children in the country. One major issue is the lack of access to quality early childhood education. Many children, particularly those from marginalized communities and rural areas, do not have access to preschools or early learning centers. The limited availability of facilities and a lack of infrastructure in remote areas contribute to this problem. As a result, a large number of children miss out on the crucial early years of education, which can have long-term consequences on their cognitive, social, and emotional development.

Another problem is the low quality of early childhood education in many existing centers. Even when preschools or early learning programs are available, they often lack qualified teachers and appropriate learning materials. Inadequate training and professional development opportunities for early childhood educators further compromise the quality of education. This lack of quality undermines the potential benefits of early childhood education and fails to adequately prepare children for primary school. A significant challenge in Pakistan is the socioeconomic disparities that impact early childhood education. Children from low-income families often face barriers to accessing quality early learning opportunities. Poverty, limited resources, and competing priorities within households can prevent parents from enrolling their children in early childhood education programs or affording the associated costs. This inequality in access perpetuates the cycle of disadvantage and hampers efforts to promote equitable education for all children. Additionally, there is a need for increased awareness and understanding of the importance of early childhood education among parents and communities. Many families in Pakistan prioritize primary education and overlook the significance of the early years. Lack of awareness about the long-term benefits of early childhood education and its impact on a child's holistic development contributes to low enrollment rates and underutilization of available services. Furthermore, policy and governance-related challenges hinder the effective implementation of early childhood education programs. There is a need for comprehensive and coordinated policies that address the various dimensions of early childhood development, including health, nutrition, and early learning. Insufficient funding, inconsistent implementation, and limited monitoring and evaluation mechanisms further hamper the progress of early childhood education in the country.

To address these issues, it is crucial for Pakistan to prioritize early childhood education as a fundamental component of its education system. This requires increased investment in infrastructure, teacher training, and learning resources, particularly in underserved areas. Public-private partnerships can play a vital role in expanding access to quality early childhood education. Furthermore, awareness campaigns and community engagement initiatives can help foster a better understanding of the importance of early childhood education among parents and caregivers. Policy reforms should focus on improving governance, coordination, and monitoring mechanisms to ensure effective implementation and quality assurance. Increased collaboration between relevant government departments, civil society
organizations, and international partners can support the development of a holistic and integrated approach to early childhood education. By addressing these issues and problems, Pakistan can enhance early childhood education opportunities and create a strong foundation for children's lifelong learning,
development, and future success.

 

1.5.         Current Scenario of Early Childhood Education in Pakistan

The government of Pakistan is dedicated to the World Declaration on the Survival, Protection, and Development of Children. In order to translate the vision into action and to meet the national education goals, Pakistan launched a national plan of action for children and a social action program.

The current scenario of early childhood education in Pakistan reflects a mix of progress and persistent challenges. While efforts have been made to expand access to early learning opportunities, several factors continue to impact the quality and effectiveness of early childhood education in the country. In recent years, there has been a growing recognition of the importance of early childhood development and education in Pakistan. The government, along with civil society organizations and international partners, has taken steps to improve access and quality of early childhood education. Initiatives such as the National Early Childhood Education Curriculum Framework and the National Action Plan for Early Childhood Education aim to provide a standardized approach to early learning and development. One positive development is the increased enrollment of children in early childhood education programs. The government has made efforts to establish more early learning centers, especially in underserved areas. Additionally, awareness campaigns and community mobilization efforts have helped raise awareness about the benefits of early childhood education among parents and caregivers, leading to increased enrollment rates.

However, challenges persist in terms of access to quality early childhood education. Disparities in access still exist between urban and rural areas, with rural communities facing greater barriers due to limited infrastructure and resources. Moreover, children from marginalized backgrounds, including those from low-income families and rural communities, continue to face significant obstacles in accessing early learning opportunities. Another key challenge is the shortage of qualified early childhood educators. Many existing preschools and early learning centers lack trained teachers who have the necessary skills and knowledge to effectively support children's development. This shortage is exacerbated by limited training opportunities and inadequate professional development programs for early childhood educators. Without well-trained teachers, the quality of early childhood education is compromised. The quality of early childhood education is also influenced by the availability of appropriate learning materials and a child-centered curriculum. While efforts have been made to develop a standardized curriculum framework, there is a need for further improvement in terms of curriculum implementation and alignment with international best practices. Additionally, the availability of age-appropriate learning resources and materials remains a challenge, especially in resource-constrained settings.

Furthermore, the monitoring and evaluation mechanisms for early childhood education programs need strengthening. Regular assessment and monitoring of program implementation, as well as the evaluation of children's learning outcomes, are essential to ensure the effectiveness of early childhood education interventions. Robust monitoring systems can help identify gaps and areas for improvement, leading to evidence-based policy decisions and programmatic interventions. To address these challenges, it is important to prioritize early childhood education within the broader education agenda. Increased investment in early childhood education, including infrastructure development, teacher training, and provision of learning materials, is crucial. Enhancing the capacity of early childhood educators through comprehensive and ongoing professional development programs can improve the quality of teaching and learning experiences for young children. Collaboration between the government, civil society organizations, and international partners is essential to create a holistic and integrated approach to early childhood education. This includes strengthening coordination among relevant government departments, facilitating public-private partnerships, and leveraging the expertise of non-governmental organizations and development partners. While there have been positive developments in early childhood education in Pakistan, several challenges persist. Addressing issues related to access, quality, teacher training, curriculum implementation, and monitoring and evaluation will require sustained efforts and investment. By focusing on these areas, Pakistan can create an enabling environment for young children to thrive and lay the foundation for their future success.

The national plan of action (Government of Pakistan, 2003) identified ECE as one of the priority areas to be considered. It has been designated the responsibility for improving the access and retention of young children in early education, and for providing them with opportunities for future success. Historically, ECE has not been formally recognized by the public sector in Pakistan. The traditional katchi (pre-primary) class in some public-sector schools has predominantly remained a familiarization stage towards formal schooling for non-admitted, younger siblings of students (Hunzai, 2007). A limited part of the Class 1 national curriculum is taught to this group. ECE was officially organized in Pakistan in the 1970s. Katchi classes for children between the ages of three and six were regularly organized in government primary schools, although this practice was officially suspended during the 1980s. However, these classes were very formal and didactic in their original sense, and were not recognized as early childhood settings (Government of Pakistan, 1999). There was no mechanism to know how many children were enrolled. Katchi classes were officially recognized in the 1992 national educational policy. Yet under this policy, the implementation was never properly begun. Hence, adequate educational facilities and services have not been provided and appropriate learning materials and resources, apart from textbooks, have not been developed. As a result, no more than 10% of children in the three-to-five-year age range are enrolled in any organized educational program (Government of Pakistan, 1999). In 2000, the population of the three-to-five-year age group was estimated at 8.61 million (4.40 million boys and 4.21 million girls). This data reveals the enormous task involved in investing in early years provision (Government of Pakistan, Ministry of Education, 1999, 2003). It reflects a substantial demand for ECE, which has been formally endorsed at the national policy level. In new education policies, it is claimed that further action is required in three areas to improve the provision of ECE across the country: (1) wider participation; (2) better quality; and (3) improved governance.

The following policy actions are targeted:

Improvements in the quality of ECE should be based on a concept of holistic development of the child that provides a stimulating, interactive environment, including play, rather than a focus on regimes that require rote learning to reach and meet achievement standards.

©   The ECE age group is recognized as comprising children in the age range three to five years. At least one year of pre-primary education should be provided by the state and universal access to ECE should be ensured within the next decade.

©   Provision of ECE will be attached to primary schools, and these schools will be provided with additional budgets, teachers, and assistants for this purpose.

©   For ECE teachers, two years of specialized training in working with young children will become a necessary requirement.

©   Teacher training will be based on the revised ECE national curriculum. It is recommended that the curriculum and support material for ECE take account of the cultural diversity of particular areas. At the current time, the government of Pakistan is committed to The Dakar Framework for Action (UNESCO, 2000), the first goal of which is to expand and improve comprehensive ECE for all children, especially those who are regarded as the most vulnerable and disadvantaged (Ahmad, 2011).