Q. According to you, what have been the biggest achievements, especially in terms of parental involvement, that the RCC programme has accomplished so far?

A. When we see parents moving their children from private schools back to government schools where RCC ECD intervention has occurred we know that parents are making independent choices about their child’s education and this evidence should not be taken lightly. Most parents are “switched on” in terms of the future of their children. They are ready to meet, fund, and support any initiative that can add value to their children’s future. In one year alone, over U.S. $20,000 was donated by communities mostly parents who were committed to an approach that they see significantly changing their child positively. These funds went towards construction of classrooms for the katchi class.

Q. How different is the second phase from the first? Are you intervening in different areas now?

A. In Phase II, RCC is concerned with deepening the understanding of ECE concepts, improving the quality of delivery and assisting with the transition of our focus children from katchi class to the next levels. The second phase of the program is focused on deepening school and community understanding of early childhood development not just the “entry to school” bit, but also the programs downward extension. For example, one of our technical partners AKU-HDP is concerned with child growth monitoring at the community level as an aid to “readiness for schooling”. Providing advice and referral services to parents for health issues is a positive way to nurture a child to ensure that s/he is healthy once s/he reaches the doorstep of the school.

Quality delivery of classroom teaching is also a major focus of the second phase. The reality of schooling in rural areas in Pakistan is that children of all ages are sitting in the same classroom. This phenomenon is usually called multi-grade but we would suggest the name “multi-age”. Providing teachers with skills and materials for dealing with this situation is critical. Aga Khan Education Services, Pakistan (AKES, P), Health and Nutrition Development Society (HANDS) and Teachers’ Resource Centre (TRC) are working together on materials and methods that address the multi-age setup.

Also, the transitions from home to school and from katchi class to class one and two are valued as areas that need immense attention and support. Phase II is concerned with taking the model of RCC instruction that was used in Phase I to higher levels of primary education. While we have not moved into any new districts, we are now delivering the programme to boys’ schools in some of the same districts.

Q. What are some of your key learnings and observations in the RCC programme at the community and policy levels respectively?

A. At the community level, parents have expressed that they see a marked change and difference in their children. I had the opportunity to meet with both a mothers and a fathers group in interior Sindh who shared anecdotes of how their children had become more confident and creative. The fathers were telling me that their children were teaching them simple tips on hygiene like washing their hands before eating. Also fathers were being admonished by their children to be polite and say greetings when coming and going from the house. The children were teaching their parents the alphabets and songs which they had learned at school. The mothers independently validated the fathers’ observations and were so excited that they could not resist sharing their own stories. On a personal basis, when I walk into the RCC supported classrooms I see children singing, learning through play, exploring with activities at the gosha (corner) stations, talking to each other. All of this is because the teacher is allowing children to explore their own ideas. The spark in the children’s eye is indeed the best indicator of success. I have been observing classrooms in rural Pakistan for over ten years and I see a real difference in children who have benefited from the RCC initiative. At the policy level, I think the key learning is that advocacy is a full time job. It isn’t enough to think that we (private sector) can work in an isolated project mode and then expect ECE teachers to be regularized, the age of entry to school to be sorted out, or similar programs on a national level be developed. We always need to share the learning at the community level with the government, who are the national policy makers, to try to influence broader planning and interventions for ECE. The evidence on the ground is the substance that continually needs to be fed to policymakers and this is our most challenging responsibility.