Key Aspects of ECE in Pakistan:
Policy & Governance: The National Education Policy 2009 mandated ECE, leading provinces (like Sindh, Balochistan, Punjab) to develop their own policies and standards, with a push for holistic, play-based learning.
Implementation Gaps: Despite policies, many ECE provisions aren't fully realized, with single-teacher primary schools hindering teacher training, and insufficient resources for specialized training or materials.
Dual System: Public schools offer one-year "Katchi" classes (ages 3-5), while private sectors run Montessori/Nursery schools, often with no consistent regulation or curriculum.
Challenges:
Teacher Quality: Many ECE teachers lack specialized training, leading to less focus on children's physical/psychological needs.
Resources: Overcrowded classrooms, limited learning materials (toys, blocks), and inadequate facilities (water, bathrooms) are common, especially in rural areas.
Coordination: Challenges exist in coordinating efforts between federal and provincial levels for integrated services.
Progress & Support:
High-level task forces and national frameworks aim to integrate Early Childhood Development (ECD).
Organizations like UNICEF support policy development, program implementation, and improving ECE quality, recognizing its high returns for children.
Curriculum: Formal ECE curricula were developed (2002, revised 2007) to provide guidelines for holistic development, focusing on stimulating environments and play.
In essence, Pakistan acknowledges ECE's importance and is building frameworks, but systemic issues in funding, teacher capacity, and regulation mean quality, standardized ECE remains a significant challenge, particularly for disadvantaged children.
CHALLENGES and LESSONS LEARNED
3.1 Challenges
Sindh comprising of 5 regions, 30 districts, and 146 talukas (towns)is the second largest province of
Pakistan. With a population of 55.69 million Sindh represents 23% of Pakistan's total population;
54% of the population lives in urban areas and 46% in rural areas (Census 2023).
3.1.1 Children at Risk Status
Factors contributing to at risk status of children in Sindh include high malnutrition rates (45.5% of
children stunted and 41.3% underweight), low immunisation (57 %), low birth registration (44%), high
levels of multi-dimensional poverty (overall 40% and rural 75%), recurrent emergencies/Climate
change crises (rural/urban) and only 34% enrolment in pre-primary education. There is a notable
gender gap in ECCE enrolment, with only 38% of rural girls enrolled compared to 48% of boys. which
impairs cognitive development and foundational skills acquisition.
3.1.2 Out-Of-School Children, Enrolment and Access to Early Childhood
Education
According to the 2023 Pakistan Population and Housing Census, 4.69 million children aged 5–16 are
out of school in Sindh. This is the second highest number of out-of-school children (OOSC) in the
country, after Punjab, which has the highest number at 7.83 million. Despite policy efforts, only 46%
of eligible children are enrolled in ECCE programs, leaving over half of the children without
foundational learning opportunities. Access is especially limited in marginalized communities, with
enrolment rates below 30% in rural districts such as; Jacobabad, Kashmore, and Tharparkar. Schools
offering ECCE often lack essential resources, including professionally capacitated teachers, suitable
learning materials, and safe environments. Insufficient funding and a shortage of trained ECCE
teachers affecting over 35% of schools further hinder program effectiveness and equitable access.
3.1.3 Stagnant Progress in Core Literacy and Numeracy
Insufficient levels of learning, particularly in core literacy and numeracy remain a cause of concern.
During the 2014-2015 academic year, pupils in Class 5 and 8 in Sindh government schools scored 18%
in Mathematics, 15% in Science and 32% in Language on standardized exams (Sindh Student
Achievement Test). The Annual Status of Education Report (ASER) 2023 indicates that the trends
over the last 9-year period (2014-2023) suggest persistently low learning levels across many regions
in the country. The learning levels in Sindh among children aged 5-16 years, showed that only 39%
can read a Sindhi story, 29% can read an English sentence, and only 27% can do two-digit division.
3.1.4 Educational Institution Infrastructure, Amenities, and Sanitation
Schools in Sindh suffer from considerable infrastructure deficiencies, adversely impacting children's
learning surroundings and constraining their capacity to participate in foundational learning activities.
According to the Census 2023-2024, Sindh has a total of 40,978 schools (36,225 primary schools,
1,581 middle/elementary schools, 1,654 secondary schools, and 491 higher secondary schools).
Currently, 1,367 schools are temporarily shuttered, while 1,577 schools are permanently closed owing
to security concerns, resource deficiencies, and insufficient infrastructure. Among the functioning
educational institutions: 12.5% lack shelter, 23.4% are deemed hazardous, 43.6% require repairs, and
merely 20.4% of schools are in acceptable condition. Toilet facilities are available in 64% of primary
schools in Sindh, (Pakistan Education Statistics 2020-21); 24% of primary schools in Sindh had access
to electricity and boundary walls existed in 42% of primary schools while 88.5% schools need
playgrounds.
3.1.5 Classroom Environment and Distribution of Teachers
Optimal primary schools should consist of six classrooms: five designated for primary levels and one
for Early Childhood Education (ECE). Sindh employs 119,087 teachers in 40,978 public schools,
including 68,697 teachers in primary schools (Sindh Statistics 2022); of these 68% of teachers are
male and 32% are female, resulting in issues within cultural contexts, particularly in girls' schools.
SEMIS 2023-24 reveals that the Student-Teacher Ratio (STR) in Sindh is 36:1 and requirement for
multi-grade teaching is common in many schools especially in the rural areas.
3.2 Lessons Learned
In 2015, the Government of Sindh initiated implementation of ECCE policy prioritizing children aged
4-5 years by launching ECE classes in Sindh for establishing developmentally appropriate Pre-Primary
environment to encourage holistic development that supports transition towards Primary school
preparation. The main obstacles that persist in the efficient execution of ECCE and foundational
learning initiatives in Sindh include:
3.2.1 Disparities in ECCE Services Between Rural and Urban Areas
Despite advancements, disparities persist in the quality of ECCE services offered in rural and urban
regions. Children in marginalized urban and rural regions encounter restricted access to varied learning
methodologies and adaptable methods that cater to their distinct requirements.
3.2.2 ECCE Access, Enrolment and Data Reporting
Access or enrolment data reporting is missing from SEMIS for Katchi/ECE class as it is not formalized
with unique General Register (GR) numbers assigned to enrolled students to ensure quality, scalability
and transition.
3.2.3 Availability of Early Childhood Teachers (ECT)
Sindh introduced an EC teacher’s cadre in 2017 Recruitment policy with an initial plan of training
1100 ECTs. As no qualified ECTs were promptly available for recruitment, initially, in-service
primary school teachers were trained as ECTs. So far, more than 7000 primary teachers have been
trained as ECTs through various training programs. To date, 635 qualified EC teachers are recruited
and 1188 new ECTs posts have been announced for recruitment in near future. However, a more
rigorous strategy is needed to overcome the huge gap and have at least one ECT in every public school.
3.2.4. Lack of Standardized ECE Teacher Training Institutions
The absence of recognized teacher education programs for ECCE leads to varied quality of teacher
training. Although private colleges have commenced ECCE programs, they remain predominantly
unregulated and lack governmental approval.
3.2.5. District Level Coordination
Coordinating at District level implementation has always been challenging as there is no designated
person for ECCE at the district level. This has also affected process and progress monitoring and
evaluation of ECE classes and Teachers.
3.2.6. ECE Directorate
In the ECCE policy envisioned a separate Early Childhood Directorate to be established in the School
Education and Literacy Department, Government of Sindh that will be responsible to initiate, inform,
