Teaching Aids and Physical Facilities in Preschool Education

Abstract

Purpose of the study was to investigate the Implementation status of Early Childhood Care and Education Policy Provisions of National Education Policy 2017 in Public and Private Schools of District Karak. Population of the study consisted of all the Public and Private Schools who run Pre-Primary Classes. Sample consisted of 320 Schools (200 Public Primary Schools and 120 Private Schools). The data was collected through close ended questionnaire which was prepared based on Policy Provisions for Early Childhood Care and Education as given in Chapter 4, para 6.3 in National Education Policy 2017. The questionnaire was responded on five-point Likert Scale i.e., Strongly Disagree (SD), Disagree (D), Undecided (UN), Agree (A), Strongly Agree (SA). The questionnaire was divided into two parameters: namely, “Physical Facilities for Pre-Primary Education”, and “Teaching aids for Pre-Primary Education”. Since responses were obtained in three categories only i.e., Disagree, Undecided, Agree, therefore it was analyzed on basis of Chi-square (χ2). It was found that parameters of; “Physical Facilities for Pre-Primary Education”, and “Teaching Aids for Pre-Primary Education” have been equally implemented in both Public and Private Schools. Major recommendations of the study are; (1) short in-service training for ECCE teachers may be arranged in both Public and Private schools; (2) Govt. may provide ICT facility to Public Schools and Private Schools may also be instructed to provide ICT facility to their students; (3) teacher should be provided to schools on the basis of classes, instead of strength of students; (4) financial assistance may be given to the Private Schools.