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Research Article

EEO. 2020; 19(4): 5728-5737


PRACTICES OF EARLY CHILDHOOD EDUCATION AND DEVELOPMENT: CHALLENGES AND ISSUES IN PAKISTAN

Syeda Samina Tahira, Muhammad Shabbir Ali, Tanzeela Latif, Saba Iqbal, Hina Jalal.




Abstract

Recognition of Early Childhood Development (ECD) is a crucial element in the educational process. Many countries have pursued to disseminate this mission and its practices. A compromised quality practice has been made in under developing countries due to several issues and challenges. By addressing Sustainable Development Goals (SDGs: 4) to ensure all children have access to early childhood development with quality. The expected practices of quality ECD are high standards input by the country that produce higher quality outcomes. There are many ways for ECD quality assessment practices through threshold quality standards. This fundamental dimension has become important to the proliferation of early childhood education. It is, therefore, quality assurance of ECD practices should be ascertained in the national education policy framework. The present study analyzed the situation of ECD quality linking to ECE’s challenges and issues. A qualitative research design was conducted using document analysis, observation, and interviews of participants. It is found that the current situation in Pakistan regarding ECE quality practices is less satisfying. Private sectors are more attentive towards early education in comparison to public sectors. Pakistan is still struggling to implement quality standards, monitoring systems, access and equity, funding, and assessment of ECE due to economic crises, lack of pieces of training, resources, awareness, no agreed definition of ECE/ECD, and implementation of policies on early education.

Key words: Early Education, Quality, Private and Public, State, Practices






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