By Khadija Khan

May 23, 2006

ECD INITIATIVES UNDER NORTHERN PAKISTAN EDUCATION PROGRAMME

(NPEP) BY AKESP

Experiences and Lessons

Nursery grade was initiated by communities in the DJ schools in late 90s

Need analysis carried out in NAC in 2001

ECD proposal submitted to the AKES,P National Board

ECD teacher training courses started in 2004

Historical Background

Existing Model of ECD

Focused schools (2 Schools)

MASS TEACHER TRAININGIN ECD (75 schools)

Professional development –short and long courses

Curriculum & material development

Outreach program

Impact and performance evaluation

Strategic focus areas

ECD Curriculum AreasLanguage development

Literacy & numeracy

Early sciences

Social, personal & moral development

Music, movement & artistic development

Student Development/Learning OutcomesLanguage and Literacy

Numeracy Early Sciences

Childcare, Social, Moral Development

Music, Movement and Artistic Dev.

-Listening-Reading-Writing-Use of Languages

-Counting-Identify Shapes-Seek Patterns-Dimensions-Differentiation-Estimation-Measurement-Categorisation-Classification

-Use of Senses-Explore-Observe-Collect-Describe-Predict-Problem solving

-Relations-Safety-Security-Co-plays-Taking care (self & others)-Cleanliness-Responsibility-Use of magic words-Space

-Coordinated movements-Rhythms-Colors and combinations-Expression-Gross & Fine motor skills

Activities in the two focused schools

Two teachers, one from each attended Early Childhood Education and Development Certificate Programme at AKU-IED in 2005

Developed initial teaching and learning material such as home made tools, blocks, flash cards, poems, zigzag story books, musical instruments, etc.

Activities Cont’d…………….

AKES, P and IED provided basic low and no cost material to the two focused schools

Followed the National Curriculum document in the two focused schools because earlier only text books were focused

Traditional classroom set-up changed and applied High/Scope Teaching Approach

Activities Cont’d…………….

Scheduled follow-up visits undertaken jointly with PDCN

Developed daily routines such as social gathering, circle time, concept time, lunch time, independent learning in learning areas and games

Developed learning areas for language, Numeracy, Early Sciences, Construction, Art and Music

Activities Cont’d…

Six case studies carried out to meet the educational needs

Developed students profiles and trained the teachers to assess them

Involved VECs in decision making and day to day management of ECD

Activities Cont’d…

Appointed volunteer teachers to assist the trained teachers

Conducted meetings with parents and VECs for awareness, food, health, cleanliness, moral development and behaviour

Conducted teacher parent meetings to discuss individual issues of students

Outcomes in the focused schools Improved confidence in children and teachers Improved language development Demonstrated social and moral skills Improved teacher students and teacher parent

relationship Developed gross and fine motor skills Followed curriculum based teaching and

learning More involvement of VEC in ECD activities

Pre-intervention classroom situation in the two focused schools

Reflections of children

Post-intervention classroom situation in two focused schools

Different learning areas

We can play music

Get ready we have to go to school

I can sing a song

Let us construct a lovely classroom

We are physically fit

I love drawing

I am happy and confident

We can sequence the letters

We have different opportunities for learning

Can we see your drawing please?

We share our food

Today food was delicious

I love Maths learning area

Now Maths is easy

My daughter is sick, I am going to doctor

I want to become a doctor

Madam! Do you see any change?

Plans for 2006 Conduct ECD base-line survey

Review the draft curriculum and finalize it

Review the ECD training materials

Conduct ECD in-house training for grade prep teachers

Plans for 2006 Cont’d… Capacity building of teachers for continuous

formative assessment of students

Finalize MLSs for ECD grades

Awareness programmes (meeting, workshops and seminars) for parents/ communities and other stakeholders though CDP

Challenges Competency & capacity of human resources

that is available Understanding the contextual demands and

responding to it Shortage of classrooms & material in schools Lack of community awareness Mono and multi-grade classroom Measuring progress and development -

ongoing Designing evaluation and research for further

development