Ehsan-ur-Rehman


Ahmad Saeed Khan (not his real name), the principal of a private school, is sitting in his office with a number of books on his table. Rate lists and details of commissions offered by different publishing houses are spread out in front of him.

He is carefully comparing the rates and commissions, so that publishers could be awarded contracts for providing books for early childhood education in all branches of his school system. He has already given a cursory glance at all books provided by the publishers. Of course, his main consideration is not the content of the books, but the commission offered on each book by the publishers. Finally, he reaches a decision and selects some publishers, who have offered the highest commission.

Textbooks for all early childhood education at all six branches of Ahmad Saeed's school system have been selected. He will now release an office order for the administrators of his school branches to cooperate with the selected publishers and send details of the books sold on daily basis, so that the commission could be deducted from the total amount.

This is a typical way adopted by the majority of private schools, or school systems, to select textbooks for early childhood education all over the country. But is it so simple? Is it the right way to select textbooks for the new generation? Who sets the syllabus for the children of 4-8 years age group? Who writes these books? What impact will these books have on the kids? Nobody knows. No study has ever been conducted in the country to analyse the content of these books. No research has ever been launched to check suitability of the textbooks for the children of this age group.
Setting the syllabus for early childhood and writing textbooks for children of the age group of 4-8 years are considered to be the most important and crucial tasks universally. The first eight years in the life of an individual is referred to as early childhood. This phase determines the future of a child, not just in terms of his education, but also his abilities, personality, individuality and success.

An Indian educationist says that if a child lacks education in its first eight years, it can spell doom for his future. It is very important to provide a child proper early childhood education so that he can develop properly. During this phase, a child's mind rapidly develops and as they say, "the wiring of the brain is laid down". The mental, emotional, social and educational growth of a child is determined by his educational experiences and relationships received and built during his first eight years. Quality early childhood education programmes can help his brain develop in healthy ways, and if he is deprived of good education then his growth is also hampered.

What these children are taught in schools is also most important. In this phase, a child is not capable enough to absorb heavy theoretical subjects. But if fun activities, educational games etc., have been incorporated in his basic education, a child develops better learning power.

Experts believe that early childhood curriculum builds the foundation of a child's future. A well developed and designed kindergarten curriculum proves instrumental in the growth of a child's mental abilities. There is dire a need that a syllabus is set for this age group by educationists, with the help of psychologists, keeping in view a country's religious, moral and social norms.

A report recently published in the national print media shows that there is a realisation among the authorities concerned for setting a special syllabus for early childhood education. The early childhood education syllabus was launched in May 2012, which would be piloted in 101 of the total 390 government schools, reconstructed in flood-hit areas of southern Punjab, by Plan International Pakistan. The Punjab education minister, Mujtaba Shuja-ur-Rehman, told the function that the provincial government with 59,053 schools, 377,481 teachers and 10,679,244 students in government schools was leading the next generation to a prosperous and literate Punjab. Not only was the budget being increased for the sector, but also important issues, including the syllabus for early childhood education were being given special attention, he added.

School Education Department, Punjab, Secretary Muhammad Aslam Kamboh told the function that a budget of Rs. 200 million would be spent on expanding early childhood education in 2,000 schools. He said that since early childhood education was material-based learning and needed educational toys and space, appropriate budgetary allocations were necessary. He promised to issue a notification, which would make early childhood education classrooms and playgroup areas a valid charge under the 'Farogh-i-Taleem' budget ensuring that it becomes an integral part of schooling activity.

After the function, Plan International Pakistan country director, Rashid Javed, told Cutting Edge that the early childhood education syllabus emphasised provision of quality education in order to produce knowledgeable and confident leaders for tomorrow. He said that the syllabus had been developed after a year's research, and it focused on six 'learning areas'. In reply to a question, Mr. Javed said that lessons about personal and social development, language, creative arts, health and hygiene, basic mathematical concepts and general knowledge regarding the world around the child have been included in the textbooks for the kids in the age group of 4 to 8 years.

The syllabus called "Barhtay Huay Qadam" has been prepared by Nasira Habib, the founder and director of Khoj, an NGO that focuses on education. Lessons include "Aao Kuch Banain" (Let's Make Something), "Khel Ka Waqt" (Play Time), "Ghar Ghar Khailain" (Playing House) and "Kahani Ka Waqt (Story Time).
Nasira Habib told Cutting Edge that each learning area had a list of expected outcomes, which could be measured with the help of a list of competencies. She said that after the final draft was submitted in October 2011, pilot projects were run at seven community centres in Chakwal, Vehari and Islamabad. She described the teaching method prevalent in most schools across the province as "regimented". The educationist said that deep down, our society is still under the impression that you can't teach without being strict or without corporal punishment. The early childhood education syllabus has been incorporated elements of our heritage - local stories and games, she added.

Providing details of the new syllabus, Nasira Habib said that ideally 15 children should make up a 'learning group'. If there are more than 20 students, she added, it would be best to divide them into two groups. The syllabus can be covered in 32 weeks of active teaching, with each week following a particular theme. The last week prepares the child for school, with teachers focusing on making the child ready for organised schooling, said the educationist.
Nasira regretted the lack of designated early childhood education centres in the Punjab. "There are only 32 centres in 36 districts." She said that implementation of early education would be difficult because "70 per cent of rural primary schools in the Punjab are single classroom schools." She said that while developing the syllabus, budgetary constraints were kept in mind.

Talking to Cutting Edge, Sofia Aziz, the learning adviser for Plan International, said that such initiatives would help standardise pre-primary schooling. She also hoped that the NGO would launch the syllabus in Islamabad, Gilgit-Baltistan and Sindh later this year. She said that the organisation was going to send out the syllabus developed to all government schools in the province, and hoped that the programme of early childhood education would also be initiated in private schools.

-Cuttingedge