Pakistan: Early Improve educational outcomes and Increased number of boys and girls: Goal and headline indicators: Childhood Care access for children in government have access to quality ECCE % of children benefiting from ECCE and Education in schools by increasing opportunities opportunities pre-primary experiences, Khyber for learning and development and disaggregated by gender (before enrol in Grade 1, ready for school Pakhtunkhwa improving transitions into primary start of project and each year of complete 1 successfully (KPK) (2011–15) school: project); end-of-project target is 60 000 children to benefit attain independent reading skills for Children well prepared for Independent lifelong learning. school success through % of children enrolling in Grade 1, Evaluation for enhanced access to quality disaggregated by gender Early Childhood Enhanced access to quality gender-sensitive ECCE. gender-sensitive ECCE: Care and % of children being promoted to Education in Children have improved Grade 2, disaggregated by gender improved learning environments in Khyber learning outcomes (literacy and refurbished classrooms % of children demonstrating good numeracy) through improved Pakhtunkhwa community-based ECCE school readiness skills before pre-primary (Katchi), Grade 1 (ECCE-KP), 2014 classrooms established and school entry, disaggregated by and Grade 2 teaching equipped, where children have no gender pedagogy. access to public primary schools, % of children with improved reading and communities organised to Sustainable and assessment scores from baseline effectively implement and manage institutionalised model in place levels. these classrooms. for pre-service and in-service Objective-level indicators: teacher training. Better learning outcomes through improved pre-primary Parents and community Objective 1 (Katchi), 1 and Grade 2 members have enhanced At least 75% of ECCE classrooms teaching pedagogy: capacity and knowledge of meet four principles for quality early ECCE, founded on strong initial training in ECCE, emergent learning environments. home-school partnerships. literacy and numeracy, and 80 community learning workers learning and teaching provided District and provincial trained. to male and female pre-primary, government officials provide
Pakistan: Early Childhood Care and Education in Khyber Pakhtunkhwa (KPK) (2011–15) Independent Evaluation for Early Childhood Care and Education in Khyber Pakhtunkhwa (ECCE-KP), 2014 Improve educational outcomes and access for children in government schools by increasing opportunities for learning and development and improving transitions into primary school: Children well prepared for school success through enhanced access to quality gender-sensitive ECCE. Children have improved learning outcomes (literacy and numeracy) through improved pre-primary (Katchi), Grade 1 and Grade 2 teaching pedagogy. Sustainable and institutionalised model in place for pre-service and in-service teacher training. Parents and community members have enhanced capacity and knowledge of ECCE, founded on strong home-school partnerships. District and provincial government officials provide Increased number of boys and girls: have access to quality ECCE opportunities enrol in Grade 1, ready for school complete 1 successfully attain independent reading skills for lifelong learning. Enhanced access to quality gender-sensitive ECCE: improved learning environments in refurbished classrooms community-based ECCE classrooms established and equipped, where children have no access to public primary schools, and communities organised to effectively implement and manage these classrooms. Better learning outcomes through improved pre-primary (Katchi), 1 and Grade 2 teaching pedagogy: initial training in ECCE, emergent literacy and numeracy, and learning and teaching provided to male and female pre-primary, Goal and headline indicators: % of children benefiting from ECCE pre-primary experiences, disaggregated by gender (before start of project and each year of project); end-of-project target is 60 000 children to benefit % of children enrolling in Grade 1, disaggregated by gender % of children being promoted to Grade 2, disaggregated by gender % of children demonstrating good school readiness skills before school entry, disaggregated by gender % of children with improved reading assessment scores from baseline levels. Objective-level indicators: Objective 1 At least 75% of ECCE classrooms meet four principles for quality early learning environments. 80 community learning workers trained.
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