Evaluation of challenges faced by the early childhood care and education due to the shortage of teachers in Punjab, Pakistan
DOI:
https://doi.org/10.71085/joclsi.03.02.50Keywords:
Early Childhood Care and Education (ECCE), ECCE Challenges, Shortage of Teachers, ECE Punjab, School Education Department PunjabAbstract
Early Childhood Care and Education (ECCE) is essential in developing young children's fundamental cognitive and social-emotional skills. This research examines the difficulties encountered by early ECCE in Punjab, Pakistan, specifically highlighting teacher shortages, insufficient teacher training, and the underutilization of available resources. Using a mixed-method approach, data were collected from 40 ECCE schools in Bahawalnagar District. Data were collected quantitatively from the School Information System (SIS), and qualitative data were gathered through interviews from caretakers of ECCE rooms and classroom observations. Research indicates a severe teacher shortage in Punjab, where 107,372 teaching positions are unfilled, with 3,984 vacancies concentrated in Bahawalnagar. More than 95% of ECCE teachers and caregivers are deficient in essential skills; conversely, over 50% of educational institutions cannot utilize ECCE kits to their full potential due to insufficient training. Overcrowding is widespread, with approximately 70% of schools combining ECCE, Playgroup, and Nursery classes under a single caretaker, ultimately compromising educational standards. The situation delivers fewer results because government policies fail and organizations waste available resources. The research recommends filling the vacant posts of teachers, launch teachers’ trainings programs with ECCE. By addressing the challenges ECCE will be fruitful for ECCE learners.
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Data Availability Statement
Most details about School Education Department are available at https://sis.pesrp.edu.pk/ and the data collected through interview guide will be provided on a reasonable request to the corresponding author
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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