Early Childhood Education in Punjab, Pakistan: Navigating Challenges and Exploring Solutions – A Narrative Review

Abstract

Early Childhood Education (ECE) is extensively recognized by governments worldwide for its significant positive impact on social, educational, and economic outcomes. However, in Pakistan, the provision of ECE is limited, and the system remains underdeveloped. This appraisal highlights the importance of ECE, its current status in Punjab, Pakistan which discusses the current access of all children to primary education, addressing their rights and developmental needs regardless of disabilities, gender, or socioeconomic status mainly in context of Inclusive ECE. Based on the socio-economic factors the challenges facing ECE in Punjab includes cost, gender, and access which are worsened by the infrastructural development, trainer of teachers and inadequate allocation of budgets. To overcome socio-economic status while implementing ECE programs in Punjab, more viability of policies should be made, funding should be provided, trained teachers should be encouraged, and proper parental participation should be stimulated. Filling these gaps will guarantee sustainable and economic returns. This study includes an in-depth analysis of the enrollment figures and teaching staff their issues and lack of awareness across different education sectors, benefits of early childhood education for children. It also provides insights about the potential challenges and possible solutions for eradicating the issues related to ECE and explore the role of government and non-government organization that contributed in the betterment of ECE. This review is aimed to improve the current understanding of the existing challenges, opportunities, and gaps in the provision of ECE in Pakistan, while highlighting potential strategies for enhancing access, quality, and inclusivity in the sector.