Upload
melissa-horton
View
221
Download
0
Tags:
Embed Size (px)
Citation preview
Readiness for Early Childhood EducationBefore and Beyond 2015
Presented By Zahra MoulviOn Behalf of
Amima SayeedMarch 12, 2013
Paper presented at 57th CIES Conference through the support of the Education Support Program of the Open Society Foundations.
Presentation Overview Data Trends – Access & Learning Readiness Levels for ECE Policies & Experience Action & Implementation
Children not attending any pre-school 3 to 5 yrs
ASER 2012 – National (Rural)
• Enrollment of children of 3 – 5 years 37% in 2012
• Enrollment highest in Urban 55% compared to Rural 37%
RTE Calling: 5yrs Old in School
Note 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.
Provincial Trends
ASER 2012 – National (Rural)
Readiness for School?
Note on Sample: Baseline SRA on 455 students (41% boys, 49% girls) in 4 districts of KPK – ECCE Project, Save the Children 2012
Are Schools Ready? Teachers
Appointment & allocation• New positions not created • Overall budget provision for ECCE in school allocation,
but no specific budget line Attitude, interest, physical stamina & attributes Content knowledge and pedagogy– learning, child
development domains/ stages, active learning strategies
Pre-service: until recently TE was based on rote learning without specific ECE focus, leakages in evaluation frameworks.
• New 2yr programmes designed yet to be rolled out In-service: no framework for ECE, entirely through
small-scale funded-projects. • Teachers who are trained are often not regular
teachers , mostly para-teachers from projects
Are Schools Ready? Spaces
Physical safety & securityLearning environment Learning engagements
Operations BudgetSupervision Parental involvement & support Learning resources
Developmentally Inappropriate Practices: Out of the frying pan, into the fire
Out of School Children Trapped if born into
illiteracy, disinformation and poverty No exposure to tools
leading to critical thinking Societal trend of
disrespecting child’s views and independence
Economic pressures, forced and hazardous labour
Family disharmony, experience of abuse
In –school Children Hazardous physical
environment Instruction not interaction
or engagement If 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 have…
National Curriculum aligned with the developmental domains Contextualized, consultative and research based
Frameworks for classroom implementation in rural and urban areas for ECE
Specific policies for ECE introduction, budgetary provisions and plans across Pakistan Balochistan Sector Plan Punjab ECE Strategy Social Protection & RTE Bill in KPK & Sindh
A fantastic mix of technical and grassroots expertise for Teacher Education, follow-up and support
ECE Implementation Framework
Early Childhood Education Philosophy and Goals
Supportive School
Environment
Competent Teacher
Parental Involvement in
Learning
Supportive Policy Environments
ECE: 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 sector
At 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 ECE
Two year pre-service training to ECE teachers based on NCECE
Marching towards 2015: What we need to do Pay heed to research & start implementing
policies! Move from ECE to ECCE! (0-8 years) End the randomness – use of terms,
introduction of textbooks, lesson plans, formulas, investment of & on resources
Build capacities & spaces – thinking & planning, teachers, schools, community learning centres
Connect – research & policy, school & community, numeracy/literacy with cognition & development
Finally, Bring the Child back to the Centre!