The School Education & Literacy Department, Sindh, issued comprehensive directions regarding the functioning of Early Childhood Education (ECE) classes in government schools. The circular clearly mandates well-equipped ECE classrooms with essential facilities and a strict regulatory structure.
But in many schools, ECE classrooms are neither properly equipped nor child friendly. Basic facilities such as learning corners, age-appropriate furniture, play materials, storybooks, floor mats and visual aids are either missing or inadequate. In several cases, ECE sections are functioning in shared or overcrowded rooms. The prescribed age limit of 3–5 years is also not being strictly observed, undermining developmentally appropriate learning. Similarly, the notified class strength of 25–30 students is frequently exceeded, affecting individual attention.
The circular further emphasises that ECE classes should ideally have two teachers (a teacher and an assistant), yet many schools operate with a single teacher, placing undue burden on staff and compromising quality. Moreover, despite clear instructions, ECE teachers are often assigned duties in higher classes, which directly violates the policy framework. The provision allowing dedicated preparation time for ECE teachers and strict adherence to the approved timetable and syllabus also appears neglected in practice.
Issuance of progressive circulars is commendable but without effective monitoring, physical inspections by higher authorities and accountability mechanisms, these policies remain confined to official documents. The government must ensure strict enforcement of its own directives to strengthen early childhood education in Sindh.
Ali Hussain
Karachi
