A Comparative Study on the Implementation of Early Childhood Education Initiatives in Public Sector Schools of District Kasur (Pakistan)

Abstract

This paper is comparative analysis of implementation of ECE initiatives in the public sector schools of district Kasur with particular reference to gender inequalities. The study was conducted using a quantitative descriptive research design where data were collected from 200 participants (100 ECE class teachers+100 ECE schools head teachers) who were selected through purposive sampling technique from district Kasur, Pakistan. Four domains of interest were rated at five-point Likert-type-scale questionnaire: physical setting; ECE teachers and caregiver's qualifications; supply of educational material; and parental/community participation. The results showed that in all of the indicators the female schools were found to be better in terms of situation and practice than the male schools, notably in the contested areas on resource endowment, quality of pedagogy and community participation. Such inequities underscore the imperative to target policy solutions that promote access to quality early childhood education for all children. The results indicate the need for improving inclusive education by providing better infrastructure, teacher training and increased parents participation in support of developmental goals.