CIES 2009              Releasing Confidence and Creativity:      Early Childhood Development Programme in Pakistan     A c...
What is RCC?• Releasing Confidence and Creativity: Early Childhood  Development Programme in Pakistan (since 2003)• Works ...
RCC Objectives1) PRE-PRIMARY AND EARLY PRIMARY SCHOOLING:•   Expand the access and improve the quality of teaching/learnin...
RCC ModelRCC aims to…•       Influence the contexts (environments) in which children are growing        up so that they ar...
RCC Model• Based on global ECD vision, but emphasizes  contextualization through collaborative and localized  work:• Colla...
RCC ModelCollaborative:• Partnerships with local implementing and  technical agencies that are rich in local  knowledge• B...
RCC ModelCollaborating Partners:Implementing partners• Health and Nutrition Development Society (HANDS)• Society for Commu...
RCC ModelCollaborating Partners (continued):Technical partners• Sindh Education Foundation (SEF)     – Dissemination and a...
RCC ModelLocalized:• Local partners with local knowledge,  experience, expertise and long-standing  relationships with loc...
RCC ModelLocalized, wide range of approaches:• Establishing katchi (pre-school) classes in 294 local schools (in  Sindh, B...
RCC ModelLocalized, wide range of approaches:• National curriculum development and implementation• Building capacity at al...
RCC Research• Independent research studies by local  partners (quantitative and qualitative,  community/school-level and p...
RCC Research• RCC Schools vs Non-RCC Schools  – School and child profiles      • Condition of schools, enrollment / retent...
RCC Research:Classroom Observation Early Childhood Environment Rating Scale   (ECERS, 1980, 1998) • Adaptation for Pakista...
RCC Research:Classroom ObservationECERS-R                      ActivitiesECERS-E                    Classroom        Liter...
RCC Research• RCC Schools vs Non-RCC Schools  – School and child profiles      • Condition of schools, enrollment / retent...
RCC Experience• Opportunities and challenges when collaborating with  such a wide range of local partners• Tensions betwee...
RCC Experience   Comments, thoughts, discussion…
Pakistan: A collaborative and localized model of early child development programme development and implementation (2009)
Pakistan: A collaborative and localized model of early child development programme development and implementation (2009)
Pakistan: A collaborative and localized model of early child development programme development and implementation (2009)
Pakistan: A collaborative and localized model of early child development programme development and implementation (2009)
Upcoming SlideShare
Loading in …5
×

Pakistan: A collaborative and localized model of early child development programme development and implementation (2009)

999 views

Published on

Shallwani, S., Rizvi, Z., & Amin, A. (March, 2009). Pakistan: A collaborative and localized model of early child development programme development and implementation. Paper presented at the Annual Conference of the Comparative and International Education Society, Charleston.

Abstract: Pakistan has clearly indicated its commitment to the importance of early child development (ECD) in international agreements and national policy documents. However, access to quality ECD programmes remains dismally low. Since 2002, the Releasing Confidence and Creativity (RCC) programme has been working to improve access to quality ECD programming in Pakistan. The RCC programme, coordinated by the Aga Khan Foundation—Pakistan, is a unique collaboration between several local organizations, including academic and research institutions, teaching and training organizations, and grassroots community-based organizations. This collaboration across organizations and disciplines has been both challenging and rewarding, and has resulted in a dynamic and holistic approach to ECD programme development and implementation. Moreover, the involvement of a wide range of local organizations, each with their own local contexts and areas of expertise, has enabled the evolution of a range of local models of ECD implementation, including: increasing access to and quality of pre-primary classroom learning environments in local schools, community-based nurture centres, parent education through home visiting, integrated community development initiatives, advocacy through print media, and policy dialogue. This paper describes the evolution of the RCC programme, focusing in particular on the lessons learned around collaboration and local ECD programming in Pakistan.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
999
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Pakistan: A collaborative and localized model of early child development programme development and implementation (2009)

  1. 1. CIES 2009 Releasing Confidence and Creativity: Early Childhood Development Programme in Pakistan A collaborative and localized model of ECD programme development and implementation Sadaf Shallwani (Aga Khan Foundation, Geneva), Zahra Rizvi & Arif Amin (Aga Khan Foundation, Pakistan) March 24, 2009Shallwani, S., Rizvi, Z., & Amin, A. (March, 2009). Pakistan: A collaborative and localized model ofearly child development programme development and implementation. Paper presented at the AnnualConference of the Comparative and International Education Society, Charleston.Contact: Sadaf Shallwani, Department of Human Development and Applied Psychology, OntarioInstitute for Studies in Education / University of Toronto. http://sadafshallwani.net
  2. 2. What is RCC?• Releasing Confidence and Creativity: Early Childhood Development Programme in Pakistan (since 2003)• Works with schools, families, and communities to enhance the contexts in which children aged 0-8 years are growing up• GOAL: Incorporate and institutionalize a range of replicable supports for children’s overall development as confident, capable, creative, and caring people as an integral part of the education system and of the way communities operate
  3. 3. RCC Objectives1) PRE-PRIMARY AND EARLY PRIMARY SCHOOLING:• Expand the access and improve the quality of teaching/learning in katchi classes, and classes 1 and 2 (with an emphasis on reaching girls and poor communities).2) FAMILIES AND COMMUNITIES:• Develop a range of approaches which assist families and communities to increase their knowledge and skills, and their confidence in their abilities to support their children’s development.3) STAKEHOLDERS AND SYSTEMS:• Build the capacity and commitment of key stakeholders at different levels, particularly within the education system.4) POLICY AND ADVOCACY:• Influence ECD policy and practice, and strengthen ECD learning networks.
  4. 4. RCC ModelRCC aims to…• Influence the contexts (environments) in which children are growing up so that they are supportive of children’s overall development (family, community, school, national policy) – Address some of the key challenges inherent in government & community primary schools in Pakistan• Promote approaches that support childrens holistic development in contextually appropriate ways• Build on strengths and opportunities within the local context, and draw upon local knowledge and experience related to early childhood development
  5. 5. RCC Model• Based on global ECD vision, but emphasizes contextualization through collaborative and localized work:• Collaborative: Conceptualized and implemented by local NGOs with experience and expertise in different regions and disciplines• Localized: Variety of approaches developed and implemented, based on local context, culture, priorities, needs, and strengths
  6. 6. RCC ModelCollaborative:• Partnerships with local implementing and technical agencies that are rich in local knowledge• Building on core expertise of different organizations to ensure programmes that are effective for children’s development in their local contexts
  7. 7. RCC ModelCollaborating Partners:Implementing partners• Health and Nutrition Development Society (HANDS)• Society for Community Support for Primary Education in Balochistan (SCSPEB)• Aga Khan Education Service, Pakistan (AKES,P)• Aga Khan Health Service, Pakistan (AKHS,P)• Aga Khan Planning and Building Service, Pakistan (AKPBS,P)
  8. 8. RCC ModelCollaborating Partners (continued):Technical partners• Sindh Education Foundation (SEF) – Dissemination and advocacy• Teachers’ Resource Centre (TRC) – Capacity building of teachers and programme staff – Urban model implementation• Aga Khan University-Institute of Education Development (AKU-IED) – Certificate & diploma courses (including teacher training)• AKU- Human Development Programme (AKU-HDP) – Advanced diploma – Community-based parent education programme• Aga Khan Foundation, Pakistan – Grant management, coordination, technical support• Royal Netherlands Embassy (donor)
  9. 9. RCC ModelLocalized:• Local partners with local knowledge, experience, expertise and long-standing relationships with local communities, stakeholders, and systems• Builds on local context and knowledge• Evolution of wide range of local models of implementation
  10. 10. RCC ModelLocalized, wide range of approaches:• Establishing katchi (pre-school) classes in 294 local schools (in Sindh, Balochistan, Northern Areas, and Northwest Frontier Province): increasing access to and quality of pre-primary and early primary classroom learning environments• Community-based nurture centres (‘Parwarish Marqaz’)• Integrated home visiting programme (child development, health, physical home environment)• Holistic community development initiatives (including adult literacy, entrepreneurship programme, midwifery training, etc.)
  11. 11. RCC ModelLocalized, wide range of approaches:• National curriculum development and implementation• Building capacity at all levels (including higher education for ECD professionals)• Promoting public awareness and awareness among key stakeholders• Knowledge sharing (conferences, publications, website), advocacy and policy dialogue• Research to explore programme effectiveness, processes and areas for improvement, and to impact policy and practice
  12. 12. RCC Research• Independent research studies by local partners (quantitative and qualitative, community/school-level and policy-level), e.g., – ECD mapping – Parent involvement – Public institutional capacity – Reflective assessment of teacher training• AKF-led study: Comparing a sample of RCC schools with a sample of non-RCC schools
  13. 13. RCC Research• RCC Schools vs Non-RCC Schools – School and child profiles • Condition of schools, enrollment / retention / repetition, teacher-child ratio (school profile) • Child tracking (child profile) – Classroom observation • Classroom learning environment • Teacher practices – Learning achievement • Literacy and numeracy in Class 1 – Psycho-social well-being
  14. 14. RCC Research:Classroom Observation Early Childhood Environment Rating Scale (ECERS, 1980, 1998) • Adaptation for Pakistan context • ECERS-Revised (1998) • ECERS-Extension (more curriculum focused)
  15. 15. RCC Research:Classroom ObservationECERS-R ActivitiesECERS-E Classroom Literacy Interaction pedagogy Mathematics Infrastructure Space and furnishings
  16. 16. RCC Research• RCC Schools vs Non-RCC Schools – School and child profiles • Condition of schools, enrollment / retention / repetition, teacher-child ratio (school profile) • Child tracking (child profile) – Classroom observation • Classroom learning environment • Teacher practices – Learning achievement • Literacy and numeracy in Class 1 – Psycho-social well-being
  17. 17. RCC Experience• Opportunities and challenges when collaborating with such a wide range of local partners• Tensions between and among global and local ‘knowledge’• Priorities and perspectives: – Donor – Programme – Different partners – Families, schools, and communities• Research challenges (wide range of models, contexts, and constantly evolving processes)
  18. 18. RCC Experience Comments, thoughts, discussion…

×