Early Childhood Education in Pakistan

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Early Childhood Education in Pakistan How long can we ignore the foundations? Amima Sayeed January 29, 2013

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Early Childhood Education in Pakistan. How long can we ignore the foundations?. Amima Sayeed January 29, 2013. Presentation Overview. ECE – What & why Data Trends – Access & Learning Readiness Levels for ECE Policies & Experience Action & Implementation. Borrowing from History. - PowerPoint PPT Presentation

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Early Childhood Education in PakistanHow long can we ignore the foundations?

Amima SayeedJanuary 29, 2013

1Presentation OverviewECE What & whyData Trends Access & LearningReadiness Levels for ECEPolicies & Experience Action & Implementation

Borrowing from History

Will we ever learn?80% of the brain is developed in early years i.e. from birth to age 8

Learning seems to peak between the ages of 3 and 10, but it continues throughout the lifetime.

Between 10 and 18 months, a baby's emotions are developed. Emotions are closely connected with long-term memory.

Child starts experiencing the world when s/he is 2 months old 101 in ECE: What & Why?5101 ECE: Scope of Terminology ECE: looks at learning environment in school setting for 3 years and above especially till early primary i.e. class 3 or 4 an emphasis on education inputs, providing a child-centered, activity-based learning environment to promote childrens healthy developmentECCE: looks at caring environment for young children within and outside schoolECD: looks at enabling environment for young children with equal focus on health and nutrition along with education Katchi: a space set up for 3-5yrs children preparing them for Class 16A Childs Brain Develops Rapidly in Early Years

Source:http://www.healthychild.ucla.edu7101 in ECE: Investment Rationale

RTE Calling: 5yrs Old in SchoolNote on Data: Figures are based on ASER 2012 Survey of 4,033 villages in 80,209 households across Pakistan. A total number of 57,503 children (47% girls, 53% boys) were found in 3-5yrs age group.Children not attending any pre-school 3 to 5 yrs

ASER 2012 National (Rural)Provincial TrendsASER 2012 National (Rural)Readiness for School?Note on Sample: Baseline SRA on 455 students (41% boys, 49% girls) in 4 districts of KPK Save the Children 2012Are Schools Ready?Teachers Appointment & allocationAttitude, interest, physical stamina & attributes Content knowledge and pedagogy learning, child development domains/ stages, active learning strategiesSpacesPhysical safety & securityLearning environment Learning engagements Operations BudgetSupervision Parental involvement & support Learning resources

Developmentally Inappropriate Practices: Out of the frying pan, into the fireOut of School ChildrenTrapped if born into illiteracy, disinformation and povertyNo exposure to tools leading to critical thinkingSocietal trend of disrespecting childs views and independenceEconomic pressures, forced and hazardous labourFamily disharmony, experience of abuse In school ChildrenHazardous physical environmentInstruction not interaction or engagementIf at all, unaware and ill-equipped teachers Labeling, profiling, bullying set up for early failure Damning emphasis on writing & discipline! Monolithic systems Kills the innate creative potential and diversity

ECE in Pakistan: What we haveNational Curriculum aligned with the developmental domainsContextualized, consultative and research basedFrameworks for classroom implementation in rural and urban areas for ECE Specific policies for ECE introduction, budgetary provisions and plans across PakistanBalochistan Sector PlanPunjab ECE StrategySocial Protection & RTE Bill in KPK

A fantastic mix of technical and grassroots expertise for Teacher Education, follow-up and support ECE Implementation FrameworkEarly Childhood Education Philosophy and Goals

Domains of DevelopmentKey Learning AreasSupportive School EnvironmentCompetent TeacherParental Involvement in LearningSupportive Policy Environments Key Learning AreasCore Competencies and OutcomesCore Competencies and OutcomesDomains of Development

16ECE: What is promised (NEP 2009 & RTE)Recognition and strengthening of Katchi class as part of formal system and opening of Kachi/ECE classes in the public sectorAt least one year pre-primary education shall be provided by the State and universal access to ECE shall be ensured within the next ten years.Provision of financial and food support to children who drop out because of poverty at ECETwo year pre-service training to ECE teachers based on NCECE

ECE: What we need to do!Pay heed to research & start implementing policies!Get the basics right - in conceptualization, prioritization, planning, budgeting, teacher preparation and supervisionEnd the randomness use of terms, introduction of textbooks, lesson plans, formulas, investment of & on resources Build capacities & spaces thinking & planning, teachers, schools, community learning centresConnect research & policy, school & community, numeracy/literacy with cognition & development

Finally, Bring the Child back to the Centre!

Rates of Return to Human Development Investment Across all AgesPre-school ProgramsSchoolJob TrainingReturnPer $InvestedR24680618AgePre-SchoolSchoolPost SchoolPedro Carneiro, James Heckman, Human Capital Policy, 20038One of the stunning new pieces of information is Heckmans assessment of when investments in human development have the greatest return on competence and coping skills. This chart from his recent paper shows quite clearly that investment in the early years of life before the formal school system, gives the greatest return. We now understand how the social environment gets under the skin to affect health, learning, and behaviour throughout the life cycle. Given this knowledge, and the need for an innovative knowledge based economy it is clear that we have to better integrate the knowledge from the natural sciences and the social sciences if we are to have higher quality populations and a more stable world during this century.