A STUDY OF EARLY CHILDHOOD EDUCATION IMPLEMENTATION: EVIDENCE FROM PUBLIC-PRIVATE SCHOOLS IN DISTRICT CHINIOT

Abstract

This article examines public-private differences in the promotion and implementation of ECE in District Chiniot, Pakistan. The study used a mixed-method design. The population consisted of heads and teachers of public and private schools in District Chiniot. Using proportional random sampling, 200 government schools and 76 private schools were selected through proportional random sampling. The data were collected from 276 head teachers and 552 teachers, while observation checklists were also used to assess the facilities and ECE classroom resources of the selected schools. Two questionnaires on the five-point Likert scale were developed for the study, while open-ended questions were also included to find out perceived problems. Data were analyzed by SPSS with the help of percentages, means, standard deviations, independent-samples t-tests, and chi-square tests. Findings indicated significant public-private differences in teachers’ perceptions of ECE objectives, academic facilities, teaching methods, teacher quality, classroom environment, and play facilities. Public school teachers were generally more experienced, while private schools showed stronger perceived provision of ECE-related facilities, activity arrangements, parental involvement, presentation material, and administrative support. Both sectors had notable gaps in ECE-specific training, and high ECE enrolment created pressure on classrooms and teachers. The article concludes that ECE improvement in District Chiniot requires sector-sensitive interventions, including professional ECE training, dedicated funds, appropriate teacher-child ratios, caregivers, ECE learning corners, parental awareness, and strengthened monitoring of ECE implementation.