Early Childhood Education in Pakistan

Why Early Childhood Education is so important in Pakistan?

  • The main purpose of this article is to determine why early
    childhood education is so important in Pakistan. Although early childhood
    education is a new term, it is gaining popularity among all policy makers in
    the public, private and other circles due to its benefits and importance. The
    first few years of a child’s life are considered very important. Because the
    child’s physical, mental and individual development is very fast. These few
    years are very helpful in learning the child’s life skills and knowledge.
    Research has shown that children who receive an elementary education achieve
    better results at the primary, middle and
    metric levels than normal children,
    and have a much lower dropout rate. The period starts from birth but according
    to various experts it continues every eight years.
  • It is also often referred to as pre-school, kindergarten,
    day care, kindergarten or early education. Regardless of their name, each
    serves the same school of Pakistani children, trying to prepare young children
    for their transition to primary school. The Constitution of Pakistan mandates
    to provide free and compulsory education for all children between the ages of 5
    to 16 years and to promote adult literacy. With the18 amendment of the
    Constitution, the concurrent list consisting of 47 subjects was abolished and
    these issues were transferred to the federal unit including education for
    territorial autonomy. The year 2015 is significant in the sense that it marks the
    deadline for participants of the Dakar declaration (commitment to Education
    [EFA]), including Pakistan. Statistics on education, coupled with Pakistan’s
    progress towards education goals set in Vision 2030, and Pakistan lagging
    behind in achieving EFA goals, and Millennium Development Goals (MDGs) for
    education require analysis of Pakistan’s education system and looking at issues
    and problems to face to face until a workable solution can be proposed
  • The future of our youngest children depends on the care,
    care and education that we provide you today. The first years of human life not
    only have a fundamental importance for their growth and development of their
    cognitive, communicative and social capacities but rather they also become the
    fundamental pillar for development of the human capital of a country. So much
    so that comprehensive care Early Childhood is an international concern and one
    of the overriding millennium goals for the nations of the world.

  • We all know that if in those early years, children and girls are treated in a loving and respectable way; if they cared for, fed and cared for in their homes, Kindergartens and schools, will be able to grow physically and mentally healthy, develop attitudes and skills related to thinking and language; e emotionally safe; develop competencies that allow them to gain autonomy and independence and establish wide and diverse ways of relating to themselves, with people and objects around him.
  • To ensure the full development of children, their good performance in schools and the activation of their potential and talents, it is essential to ensure for them the best health conditions, nutrition and learning environments stimulants.  Failure to do so is facing the consequences of problems such as malnutrition, violence and poverty, which affect to children, their families, communities and nations. Receiving the best of care increases the probability to survive and act according to principles such as solidarity and respect.
  • In this context and in order to guarantee an Attention to comprehensive Early Childhood, the ministry of Comprehensive Early Childhood, the Ministry of National Education, has been establishing different alliances with institutions of the national and territorial order, among which are up to the moment, with support of QAED Lahore, and PSED.


  • We recognize that there are important advances in the country in caring for this population, that programs are implemented schooled and not schooled, at the initiative of public school sector and private, which have served to consolidate new strategies in favour of quality care for the first childhood. However, we jointly face the huge challenge of offering educational care to young children 3 years of the poorest families in the country.
  1. The three-year period usually depends on the parents, focusing on the child’s health, diet and social relationships. (3-5) Skills are taught throughout the year that stimulate the child’s mental, physical and social abilities and prepare them for the next level of education. So, as the foundation of primary education is laid in the same period. Early education is very helpful in overcoming the mental and physical problems of the child. Many problems, such as disability or general problems can be avoided if proper attention and steps are taken to overcome the child’s shortcomings by keeping an eye on the child from the beginning. Because if they are not controlled at the right time, then they affect all the abilities of the child in different ways and as time goes by, it becomes difficult to control them. All the aforesaid agreements which are Signed Such as the United Nations Charter of Human Rights, the United Nations Convention on the Rights of the Child (1989), the EFA (1990), Education for All, and then the Dakar Education Forum (2000), which focused on literacy. Instead, enable the child to express and act on their own, as well as to solve their own problems and learn their own skills, knowledge, traditions and behaviors.
  2. If we look at all the policies since the establishment of Pakistan nationally, we see the part of primary education clearly. Nursery was made an integral part of the 1947 Education Conference. From (1950-1980) the Kachi classes were given an early educational form. The 1998 policy formulates plans on the need for early childhood education (2001-2015). Early childhood education is a comprehensive plan in line with the objectives of Education for All, which involves raising funds from investors and mobilizing the private sector. Suggested A curriculum for early childhood education was developed in the curriculum for early childhood education was taken up in 2001-2004 as a project to introduce early childhood education in the education sector program. The curriculum for early childhood education was formulated in 2002 and revised in 2007. Creating critical thinking in the child, Tolerance and adaptation to circumstances, self-identity and pride of being Pakistani, knowledge and understanding of Islam and Islamic society, adherence to other religions and respect for their beliefs, responsibility to improve the country, society and the world, Autonomy, self-understanding and positive self-identification, learning all life skills, opportunities to learn and the ability to play and decide by motivating oneself. If we look at Pakistan’s plans and policies, we it seems that all the institutions and responsible people are aware of its importance
  3. But when we look at the facts, the population of Pakistan is currently 18, 88, 07, and 729. While 50.8% are men and 49.2% are women. Out of which 56% of the population is from Punjab. While 3.8 million people in Punjab are illiterate. Only 4 districts have a literacy rate of 70%. In Sindh it is less than 50%, in Khyber Pakhtunkhwa it is 50% and in Baluchistan it is very low. Thus, the combined literacy rate is 55%. Of this rate, when we talk about early childhood education, there are 19 million children between the ages of 5-9, of whom 45% drop out before completing their primary education. 90.7% of children under the age of three are out of school. In the first year (3-5), 50% of children in Punjab, 78% in Baluchistan, 65% in Khyber Pakhtunkhwa and 61% in Sindh are out of school. This report is from a private survey. Government figures estimate much higher. Even among children who are attending school, the goal of more early education is to prepare children for first grade. Children in rural areas mostly work with their parents; they have to work in the fields rather than study. The only purpose of education for the poor is to enable the child to earn something. In urban areas, some perceptions have changed and parents are now concerned about their children’s education. But there is still a difference in the education of boys and girls. The situation is somewhat better in private schools. Children are educated through various activities. Some modern cities also have kindergarten and Montessori systems. But the common man cannot pay their fees. The fees in government schools are low but the quality of education is very low, Lack of trained staff, facilities and infrastructure. Where these facilities are available, the attitude of teachers is not teaching. If we can’t solve the problems of ordinary children by giving them early childhood education, then how can the problems of Pakistani disabled children, who are 2.43% of the total population, can be prevented.

  • Primary education in Pakistan needs to be introduced on an urgent basis. For this, people have to be given a lot of information. There is a need to create a curriculum for primary education that meets all the needs of the child. Equal attention needs to be paid to rural and urban areas. Teachers need training, proper building, resources and funding. So that people can be informed. Early childhood education should be brought to the level of neighborhoods, schools and madrassas, as madrassas and mosques play a vital role in shaping the early personality of a child in Pakistani society.
  • Now is the time for the private and public, policy makers and investors to take a big look at this aspect and devise a strategy to start early childhood education at the grassroots level. It is the duty of every citizen, parent, child and the general public to mobilize the government to launch this program. Because delay will not only destroy the child’s hidden talents and abilities but also prevent Pakistan from being a peaceful and productive country as well as socially and economically strong.










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