1. Status of ECE in Gilgit-Baltistan Presented by Mahi Parveen Department of Education Gilgit-Baltistan

2. School Education in GB Main Service Providers Sector Schools Enrolment
Teacher
Public Sector
(Managed by GB Government)
1,284
151,756
6,593
Other Public Sector
(Managed by FG and allied Departments)
644
45,069
1,719
Private Sector
(Managed by Individuals/Groups)
686
125,341
8,114
All Sector
2,614
322,166
16,426

3. Present Status of ECE in GB
Number of Children of ECE age (3-4 years) 105,249
Enrolled in Schools (All sectors) (61%)
Government School offering ECE /1284 (27%)
Students enrolled in Govt. Schools ,509 (43%)
Students Enrolled (ECD-I&II) (66% in ECD-I)
Students enrolled in other sectors (57%)

4. History of ECE in GB (Practiced Models)
1. Child-friendly Schools Model
UNICEF joined hands with Education Department GB in 2005 to address out of school children under Child-friendly School Project
Introduced ECE in 2007 (District Gilgit as Pilot)
UNICEF extended support in the following areas:
Provision of Learning & Play Material
Improvement of environment
Provision of teachers’ salary
Arrangement of capacity building programs
Capacity building of care givers, headteachers, School Management Committees and Mother Support Groups
Education Department provided space and supervised the activities

5. Practiced Models (Cont…)
2. Community-based Model
Replicated ECE practices in District Ghizar with community support
Department provided:
space
teaching-learning material
supervision
improved environment
capacity building programs
Community extended support in:
Teachers’ salary
Community mobilization
ECE fund

6. Practiced Models (Cont…)
3. Self-initiated Model
Department of Education sustained ECE centers launched by UNICEF with its own resources
Replicated the model in potential schools of all Districts
Transformed Kachi classes into an ECE centers
Provided short terms training to regular teachers for initiation of ECE practices
Provided improved infrastructure

7. Successes
ECE initiatives were appreciated by the communities wherever started
ECE classes helped in improving the overall school environment
ECE classes attracted out-of-school children
Increased child enrolment in schools
Enhanced children participation in teaching and learning activities
Increased students’ academic performance
Enhanced parental involvement in schools
Mother Support Groups played an important role in community awareness campaigns regarding ECE

8. Initiatives to align ECE with SDG 4.2
Access
Created space in Annual Development Plan (20 in ADP and 30 in ADP )
ECE made part of all new development plans (School Establishment)
Developed minimum standards for Establishment of Schools
Provision of ECE Kit and play material
Created awareness among communities (MSGs)
Legislation on Compulsory Education Act and Private School Regularity Authority

9. Initiatives to align ECE with SDG 4.2
Quality
Addressed ECE in GBES
Developed minimum standards for Establishment of Schools
Initiation of dialogue with Universities in GB for introduction of ECE qualifications
Provision of ECE Kit (age relevant material)
Legislation on Compulsory Education Act and Private School Regularity Authority
Establishment of Model Schools

10. Gaps ECE is not part of compulsory Education
Accredited qualifications of ECE teachers
Standardized term and definition of ECE and age levels
Inadequate physical facilities in existing schools
Financial constraints
Provision of in-service training institution/mechanism
ECE is not part of Teacher Education Curriculum

11. Way Forward Need to introduce accredited qualifications by DAIs
Experience sharing/government-private partnership
Notification of Standardized term and definition of ECE and age levels at national level
Basic Minimum Standards (Unified standards for curricula, levels and space)
Parental Education

12. THANKS
FOR YOUR ATTENTION