Status of Katchi Class in Relation to Early Childhood Education Policies and practices in Punjab

Abstract

The study aimed at identifying the present conditions of ECE or
traditionally termed ‘katchi class’ at government schools in Punjab
(specifically targeting Okara city), while reviewing educational policies
and available literature to assess the reasons for non-implementation of
the same. After failing to achieve its targets for EFA and MDG’s in
regard to ECE specifically, spending a mere 2.3% of its GNP on
education (UNESCO, 2014) the status of the katchi class, the most
critical stage of learning remains deplorable in government schools of
Punjab. Analysis of the physical facilities, classroom practices and
teacher assessment, along with interviews of headmasters and 3 district
officials, the DCO, EDO (education) and DEO (primary schools) were
performed using observation checklists and questionnaires respectively.
The quantitative data was represented through simple percentages to
draw conclusions to research questions while the qualitative data was
thematically analyzed to find out the reasons for non-implementation of
NCECE. The results indicated an overall low quality of katchi class both
in terms of physical environment and quality of education being offered,
along with a lack of government interest and contribution in the field.
Financial, organizational and cultural restraints were identified as
barriers in the implementation of the policies and recommendations
suggested for overcoming them.