Glamour Institute of Science and Technology Ghotki

Early Childhood Education

Date 7th Oct 2017

Early Childhood Education in Pakistan

The importance of early childhood education (ECE) in Pakistan was more
highlighted when it was focused by the world as one of the important millennium
development goal (MDG). Until the year 2000, ECE in Pakistan was irregular, and
mainly provided by the private sector or non-governmental organizations (NGOs).
Pakistan being a signatory to the education for all (EFA) declaration, made by 189
countries of the world in Senegal in April 2000, has committed to ensure ECE by
the year 2015. A national ECE curriculum was therefore formulated in the year,
2002 and revised in 2007.

The review of extensive documentation on childhood education in Pakistan brings

forth several facts. The foremost being that despite the claims of concentrated
efforts made by governments, NGOs and international development agencies, the
predictable impact in this field has failed to occur. Ever since the first Pakistan
National Education Conference held in 1947, government have consistently
recognized the need for ECE and its role in promoting literacy by reducing the
school dropout rate at the primary level. But the undisputed national goal of
universal primary education, repeated by each subsequent government since 1947,
seems not to be achieved even now.

Educational Policy and Development of Early Childhood

Education

Many countries in the world focused early childhood care and development
activities in response to the one of the six “target dimensions” of EFA at World
Education Conference (1990). At this point the under developing countries also,
along with the developed ones, began to develop policies on ECE. In Pakistan the

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 Glamour Institute of Science and Technology Ghotki
Early Childhood Education
Date 7th Oct 2017

present initiative to support early childhood learning followed from the National
Education Policy (1998-2010), which called for a reintroduction of Katchi/pre-
primary class as a formal class in primary schools, extending primary education to
a six-year program.

The early years of a child’s life provide the foundation for the development of
lifelong skills, and all successive learning. International experience now suggest
that interventions in the early childhood provide a unique opportunity to avoid
future learning problems, including reducing drop-outs in later primary school
years, in addition to benefiting the family and society. It has considered in national
education system till the 1970s as Katchi pre-primary classes were organized in
formal primary schools. However, officially, this practice was discontinued during
the 1980s. But once again, commitment to early childhood care and development
activities was made part of the policy in line with the six goals of EFA at the
World Education Conference (1990). Thus policy included that Katchi class at
primary level shall be introduced as a part of the effort to improve achievements of
pupil. Further it added that the Katchi class shall be institutionalized in primary
cycle gradually and progressively. Subsequently, the education Sector Reform
2001-2005 supported ECE through financial allocation to the federal capital as
well as to the provinces.

Historical treatment of ECE/Katchi in Pakistan

The concept and understanding of early childhood education has been largely
confined to Katchi class and pakki, or class 1. Although the government of
Pakistan announced a policy to “formalize” katchi and introduce an ECE
curriculum. In Practice Katchi class has existed since the beginning of the public
school system in Pakistan. Teachers for Katchi class specifically have also not

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 Glamour Institute of Science and Technology Ghotki
Early Childhood Education
Date 7th Oct 2017

existed, and one of the primary school teachers usually the one teaching class 1 and
2 has been looking after the Katchi lass. The Government policy to “formalize”
Katchi has emerged in response to the overwhelming existence of the pre-primary
school aged children in schools. It showed the very fact of the prevalence of this
informal Katchi a demand for early learning. Thus public sector leadership is also
recognizing Katchi class as a potential facilitator for introducing a formal
curriculum and learning environment. At the provincial level the sense of priorities
is based on needs of the society. But above all any policy commitment is not
effective unless it is backed by financial commitment. In the context to EFA and
the government has committed financial resources to back the formalization policy,
and has taken steps towards implementing ECE.

ECE policy review document includes the following strategic activities to achieve
the target of participation rate of 50% by 2015.

i. Policy makers, planners, managers/administrators, teachers and parents

will be sensitized about the importance and significance of early
childhood care and education.
ii. Katchi class, already functional in primary school, will be recognized and
strengthened and this program will be expanded and opening of Katchi
classes in the public sector primary schools will be a major program for
improving the access in ECE,
iii. Adequate financial allocations for ECE will be ensured to provide the
inputs proposed such as additional classroom, one teacher, audio-visual
aids, teaching, learning and instructional materials.

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 Glamour Institute of Science and Technology Ghotki
Early Childhood Education
Date 7th Oct 2017

iv. Efforts will be made to improve coordination among the various

stakeholders involved in ECE programs. District and provincial EFA
forums will be established and strengthened for the purpose.
v. The services of Teachers Resource Centre (TRC) Karachi will be utilized
as a resource institution for providing policy and professional backup for
ECE at the national, provincial and district levels.
vi. Statistical data and other related information on core ECE indicators
would be regularly collected through Education Management
Information System (EMIS) and other Sources for analysis and
dissemination
vii. Full-time teachers for Katchi classes will be recruited and trained.
viii. Instructional material, teaching kit and audio-visual aids for ECE will be
developed and provided
ix. The ministry of Education has already developed the ECE curriculum
with collaboration of Teachers Resource Centre.

Even the given proposals have been planned and to some extent implemented but
in general we failed to realize the objectives of ECE in Pakistan. The critics,
therefore, are of the views that the state must clearly devise a policy on ECD. For
the purpose, the ministry of education, health department and NGOs should
collaborate in devising an implementable policy. The NGOs should particularly
support the condition in areas where ECD involvements have been successfully
implemented.