Experiences and Lessons ECD INITIATIVES UNDER NORTHERN PAKISTAN EDUCATION PROGRAMME (NPEP) BY AKESP Experiences and Lessons By Khadija Khan May 23, 2006

Historical Background 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

Strategic focus areas Professional development –short and long courses Curriculum & material development Outreach program Impact and performance evaluation

ECD Curriculum Areas Language development Literacy & numeracy Early sciences Social, personal & moral development Music, movement & artistic development

Student Development/Learning Outcomes Language 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

The End