KARACHI, May 31: A research report titled, Innovation in the Kachi (pre-primary), prepared by the Teachers’ Resource Centre (TRC), a non-governmental organisation working for the cause of education, was launched here at its premises on Saturday.
The report is said to be the first longitudinal study on early childhood education (ECE) in Pakistan. Speakers at the launch of the report shed light on a number of factors affecting the growth of preprimary education. Stressing the need for an active government support in this sector, they called for allocation of sufficient funds to develop and strengthen the overall infrastructure of schools in the public sector.
Highlighting the significance of early childhood education, they pointed out that it had been proven through research that a proper education in the initial years of a child’s life was crucial as the learning experiences of children up to eight years played a significant role in their achievements later in their lives.
As the foundation of education, they maintained, an effective ECE programme, based on a developmentally and culturally appropriate curriculum, could actually revolutionize a society. Such a programme, they stressed, must evolve from the specific cultural settings and should be delivered as the most basic human right.
Calling for an immediate inclusion of ECE in all schools, the speakers said that the government must give priority to preprimary education and should take steps for the introduction of model ECE programmes that had been tested and proven with excellent results both in urban and the rural settings.
Speakers were of the view that a lack of policy planning and coordination amongst the various stakeholders, shortage of funds and inordinate delays in their release, inadequate teachers’ training and insufficient tools for monitoring and logistics support were the major factors seriously hampering the overall growth of preprimary education in the country.
Briefing about the findings of the research, Lila Ram, senior manager, research and advocacy, TRC, said that the five-year study carried out in 17 schools showed that children who went through early childhood education (ECE) programme were more confident and developed good communication and social skills.
“These children also showed greater levels of self-esteem and a very strong ability to control anger as compared to those children who were deprived of preprimary education. There were also signs of improved cognitive development. Their attendance and punctuality was noteworthy,” he added.
He pointed out that there was a significant qualitative change in the teachers’ profile over time, although there was no measurable change in the academic qualifications. The major change was in the teachers’ self perception as professionals.
“Prior to the ECP, the teachers saw themselves as being at the bottom of the teaching hierarchy. As their skills improved, and as the administrators recognized the immense success of their work, the teachers began to take great pride in their work. Their confidence in their own teaching improved immensely, as they took significant initiative in developing the curriculum in their classes.”
Later, the ECE teachers, who had been associated with the programme since its inception in 1995 in the local government schools, shared their experiences with the audience.
The speakers included Fakhar Karim Siddiqui, EDO schools, CDGK, Jesrani Manohar Lal, Director, Literacy and Non-formal Education, Sindh, Syeda Naushaba Muslim, ADOE female, Gulberg Town, Shamim Akhtar, chairperson, education committee, CDGK and Seema Malik, Director, TRC.