QUALITY OF EARLY CHILDHOOD EDUCATION: A GENDER-WISE COMPARISON OF ASSISTANT EDUCATION OFFICERS’ PERCEPTIONS IN GOVERNMENT SCHOOLS OF PUNJAB

Abstract

Quality of Early Childhood Education (ECE) is essential for the overall development of a child because 80% of brain development occurs before the age of five. It improves cognitive, emotional and social skills and lays the foundation for good preparation for life such as (school, better long-term economic and social prospects). The study is aimed at comparing perceptions of male and female Assistant Education officers (AEOs) responsible for ensuring quality of ECE in public sector elementary schools of Punjab. The sample was comprised of 250 Assistant Education Officers (128 male and 122 female) employed as a sample from nine districts of Punjab province, Pakistan, selected using proportionate random sampling technique. Four main quality indicators of ECE - namely, physical environment, capable teachers and caregivers, support material, and parent and community engagement, were included in the study. The perceptions are measured with the help of a structured questionnaire on a five-point Likert-type scale. It was found that the overall quality of ECE was high; the perceptions of AEOs favoured to physical learning environment and access to support materials in comparison to other two indicators. The attitudes towards teachers and caregivers were also positive, but in comparison to classroom environment and materials, it was lower. Parent and community engagement, on the other hand were the lowest aspect, which also implies a lack of co-operation and involvement in school activities beyond the routine. Gender-wise comparison indicates that there were differences in perceptions in a variety of areas and this indicates the need to have uniform standards of supervision and mutual monitoring practices. The study concludes that while making efforts to enhance quality of ECE, issues to be resolved focusing family-school partnerships, community support, and in supervisory alignment, which seem to be more powerful when delivered in the classrooms.