South Asian Regional Conference on E C C E Policies and Practices Towards 2015 and Beyond
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Transcript of South Asian Regional Conference on E C C E Policies and Practices Towards 2015 and Beyond
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South Asian Regional Conference on
ECCE Policies and Practices
Towards 2015 and Beyond August 27-29, 2012 New Delhi, India
PakistanMr. Aslam Kamboh
Secretary Schools Education Government of Punjab
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• 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
Pakistan – Key Facts
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• 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
Policy and Sector Plans For ECE
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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•
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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
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Language And Literacy
The World Around Us
Personal And Social Development
Basic Mathematical Concepts
Health And Hygiene And Safety
Creative Arts
Early Learning Development Standards (ELDS)
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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
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Phased Establishment of ECE Rooms in Govt. Schools of Punjab
Total Number of Target Schools 60,000+
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ECE Rooms in Govt. Schools
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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
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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.
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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
•
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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
•
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THANK YOU
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Thank You
ORGANIZATION
TEAMWORK
QUALITY
VALUE
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