Allama Iqbal Open University

Thesis:
“Activity-based teaching methods for better
learning in pre-primary and primary classrooms”

Name: Laraib Tariq

D/o: Muhammad Tariq
Discipline: B.ed 1.5 year
Semester: 3rd
Roll No.: BP611830
Course Title : Manual Research Project
Course Code : 8613
Coordinator : Sir Ijaz Ahmed
Address: New Adalat Garh, Moh. Islam Pura, Sialkot

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 TABLE OF CONTENTS

Sr no# Topics Pages

1. Introduction 1
2. Research background 2
3. Research-objectives 2
4. Activity Based Learning in Primary Education 3
5. Literature-review 3
6. Methodology 5
7. Result of discussion 8
8. Conclusion 12
9. Recommendations 14
10.Now a Little about Kinder dance and its activity based 15
Learning Program
11.Kinder dance in Your Curriculum 15
12.Why pre-primary is important? 16
13.You can’t learn to ride a cycle by watching a YouTube video 18
14.Learning by Doing 18
15.Facilitates Better Understanding 19
16.What do we want our kids to learn? 19
17.Primary Education in Pakistan-Progress and Challenges! 21
18.Problems of Primary Education in Pakistan and their Solutions 26
19.Reference 34

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 Thesis:
“Activity-based teaching methods for better
learning in pre-primary and primary classrooms”

Introduction
As the name suggest Activity based learning is gaining knowledge by doing

activities. In this methodology students rather than attending the classes

given by teachers, they use their creative dynamism to guide them through

the activity based material. There is strong lobby supporting either learning

channel. People who support traditional ways of learning strongly feels that

it worked for them, for their parents, similarly it will work well for their child as

well. Activity based learning is very important in pre-primary school because

it helps children to grasp things faster. It enhances their desire to learn and

grasp new things and gain knowledge by doing activities. In this

methodology, students rather than attending the classes given by teachers,

use their creative dynamism to guide them through the activity-based

material. The experienced facilitators offer the right kind of care and love to

support the growth of your children. In response to the ongoing global

reforms in the education sector and overall technological development of the

society, teachers should teach mathematics as a main subject to enhance

the national set goals.

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Research background

Two questions need to be answered:

 Why do the teacher trainees not attempt to implement activity-based

teaching methods in the teaching-learning process?

 How can the usage of activity-based teaching methods in primary be

improved?

This background inspired me to implement an action research in order to

improve the implementation of activity-based teaching methods in the

teaching-learning process in key stage 2 (Grade 3 and 4) class rooms. This

study is important as its findings will help to plan for the effective use of this

model pedagogy of teaching primary. Also, it will be helpful for students to

learn mathematics in a better way within the collaborative context, while

promoting knowledge, aptitude and skills in primary classrooms.

Research-objectives

The purpose of this paper is to conduct an action research on activity-

based teaching methods used by teacher trainers of teacher’s training

college. The following objectives were established and achieved in this

study:
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-To examine the perceptions of primary mathematics teacher trainees on the

use of activity based teaching methods.

-To establish an instructional model for creating activities in activity based

learning.

-To improve the implementation of activity-based teaching methods in the

teaching-learning process.

Activity Based Learning in Primary education:

Active learning is more effective than other methodologies. It is very useful

in primary education and kids’ education programs. The learning games and

another games related activities are very useful in primary school teaching

and kids’ education. Teachers have to understand the relationship between

learning and games. They have to discover the new learning games and

have to use games in learning. Now a days different teaching methodologies

are being discovered. Teachers have to choose the most effective

methodology for their students. Actually the teaching should be an

interesting thing for the teachers and the students also.

Literature-review

Activity-based learning as the name suggests is a process whereby students

actively engaged in the learning process rather than just sitting and listening

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to the lesson. It is based on the core premise that learning should be based

on doing some hands-on experiments and discussion, practical activities,

analysis and evaluation of the topic under discussion (Azuka, 2013). The

models of activity-based learning suggest that all learning activities involve

some kind of learners’ experiences which emphasizes observing and doing

(Kathleen, 1996). According to Kathleen (1996) the idea of active learning is

based on the premise that students learn best when they are actively

involved in the teaching-learning process. Also, activity-based learning

derives from two basic assumptions. (1) that learning is by nature an active

endeavor, and (2) that different people learn in different ways. According to

the literature review, characteristics of activity based learning could be

identified as follows:

 Students are involved in learning activities more than listening, and

less emphasis is placed on transmitting information and more on

developing student’s skills.

 Students are involved in higher-order thinking such as analysis,

synthesis, and evaluation.

 Greater emphasis is placed on student’s exploration on their own

attitudes and values.

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Emaiku (2012) stated that activity-based learning offers so many benefits for

both teachers and primary students, for example, they reinforce course

content, develop team building skills, enhance learners self-esteem, promote

participatory learning, allow for opportunities for problem solving, promote

the concept of discovery learning, strengthen learner's bond, help in practical

application of course content, enhance communication with diverse learning,

prepare an enjoyable/ exciting learning environment. Most importantly, in

activity-based learning both the teachers and students are active in the

teaching learning processes.

Activity-based learning is a student-centered learning method, however

teachers should be highly prepared for this teaching environment. In the Sri

Lankan context, Magomoni (2011) recommended that primary teachers

should be provided guidelines in the teacher's guide of primary education,

as they do not have awareness of activity-based teaching methods. It

encouraged me to undertake this action research.

Methodology

This research is an action research deploying both quantitative and

qualitative methods. The purpose of using a combination of methods was to

make the scope of research wider, with the idea of balancing the

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shortcomings of each approach.

A purposive sampling technique was used to select 45 primary mathematics

teachers trainees in Amarasuriya teachers’ training College, Galle.

Data was gathered during August 2017 to January 2018 through

questionnaire, informal interviews, and a reflective journal. In the first phase,

basic data relating to the perceptions of teacher trainees on the use of

activity-based teaching methods was gathered using a survey questionnaire.

Before data collection, this questionnaire was validated with 10 students.

The questionnaire was further improved by addressing the issues uncovered

during the validation exercise and then, it was administered to the sample of

45 primary mathematics teacher trainees in a primary mathematics course.

The questionnaire consisted of two parts: The first part captured the general

information, while the second part comprised of an attitudinal scale with 25

questions. The first intervention was done with basic data gathered from the

results of the questionnaire and it was planned to address the first two

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problems encountered in attitudinal scale in questionnaire. As the first

intervention, group discussions were conducted with the sample on activity-

based teaching methods. A presentation was also made on the possibility of

using activity-based teaching method as one of the enjoyable teaching

methods. After the first intervention, focus group interviews were conducted

during which the sample participants were advised to maintain reflective

journals for assessing their knowledge and attitude about activity-based

teaching by themselves. Finally, with my support, the teacher trainees

collectively worked in groups and designed group activities to teach the

selected four basic concepts on primary mathematics in key stage 2.

In the second intervention, eight teacher trainees were selected from the

sample and trained to implement the designed activities in a real classroom

setting. As a result of the second intervention, it was decided to identify the

activities which are difficult to be implemented in the classroom, and to

conduct them in the open environment.

The third and final intervention was carried out on the basis of the outcomes

of the second intervention. Activities were implemented with fewer number

of students of grade three in the open environment.

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Results and discussion

According to the teacher trainees' responses to the questionnaire in the base

line survey, 42% of the sample have a narrow view of activity-based learning

methods while 77% disagreed that they have skills on using activity-based

teaching methods. It was revealed that 72% of sample was of the view that

they have difficulties in the classroom and 72.3% of the sample agreed that

many teachers in schools do not use activity-based teaching methods.

However, 87% of teacher trainees agreed that activity-based learning

methods can give students a sense of participation.

Figure 2: Attitudes of teacher trainees on activity-based learning methods

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As shown in figure 2, 86.6% respondents are of the view that activity-based

learning methods enhance the retention and recall of mathematics concepts

by students. And 84.4% of the teacher trainees agree that activity-based

teaching methods help to improve classroom interaction. However, 60% of

the sample indicated the time allocated for mathematics is not enough for

activity-based learning in their school.

During the informal Interviews, 82% of teacher trainees said that they don’t

have the knowledge to implement activity-based teaching methods in

primary mathematics. It was found that teacher trainees had a positive

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attitude toward activity-based teaching methods but it was evident that they

were experiencing difficulty in conducting activity-based teaching methods in

praxis. Taking these problems into consideration, an intervention plan was

developed and the first intervention was implemented.

By the end of first intervention with reflective journals, it was found that

teacher trainees now had sufficient knowledge of activity-based teaching

methods. They decided to introduce three factors: physical exercise, correct

mathematical concept and pleasure in activity-based learning, especially in

primary mathematics. It was subsequently named as the "three domain

model". In the second intervention, under the three domain model, the

teacher trainees designed eight group activities on four basic concepts

selected on primary mathematics curriculum in key stage 2. These activities

were tried out with 45 students of grade three in the selected school. It was

revealed that 75% of the prepared activities could not be implemented in the

classroom due to insufficient space for interaction with each student.

The study found that the major problems in the use of activity-based teaching

methods in the classroom are lack of instructional materials and resources

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due to high number (about 45) of students in the classroom. In addition, the

time allocation for each period was not sufficient to carry out activity-based

teaching-learning process.

As a result of these reflections, it was decided to rearrange some activities

so that they may be implemented in the open environment of the selected

school for a random sample of 30 students of grade three.

After the third intervention, 100% of the students opined that they learned

enthusiastically under activity-based learning and also 100% of the teacher

trainees in the sample expressed that they expected to use activity-based

teaching methods in next teaching practice period.

At the end of these interventions, teacher trainees were engaged in block

teaching (teaching practice) period and it was found that 92% of the teacher

trainees showed keen interest in the implementation of activity-based

teaching methods learned through this action research.

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Conclusion
The study found that only 42% of the teacher trainers know about activity

based teaching. Therefore, it was obvious that 58% of the sample have a

narrow view of activity-based learning methods. 77% disagreed that they had

skills on using activity-based teaching methods. It was revealed that 72% of

sample was of the view that they have difficulties in the classroom to use

activity-based teaching methods and also, 72.3% of the sample agreed that

many teachers in schools do not use activity-based teaching methods.

It could be concluded that many primary teachers in Sri Lankan schools do

not use activity-based teaching methods in schools. However, 87% of the

sample agreed that activity-based teaching methods can give students a

sense of participation and collaborative learning. Also, 84.4% of the teacher

trainees agreed to use activity-based teaching methods as these are helpful

in improving classroom interaction. This outcome is very encouraging as it

will help in improving the activity-based teaching and learning process of

primary mathematics in schools.

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In addition, 60% of the sample indicated that time allocated for primary

mathematics period is not enough for activity-based learning in their school.

82% of teacher trainees said that they don’t have skills and knowledge to

implement activity-based teaching methods in primary mathematics.

While considering the above results, it is clear that most of the teacher

trainees do not use activity-based teaching methods due to their lack of clear

understanding, insufficient skills and difficulties in classroom. Nevertheless,

by improving the knowledge and positive attitude about activity-based

teaching methods with thorough discussion and video presentation, they can

be directed to use activity-based teaching methods.

Therefore, it is imperative to create activities for teaching primary

mathematics concepts based on the three dimensional model comprising of

three factors viz. physical exercises, correct mathematical concepts, and

pleasure.

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4bhRecommendations

The following recommendations are made as a result of this action research:

1. To reform primary mathematics curriculum of teachers training colleges, it

is imperative to improve the awareness and knowledge of teacher trainees

in activity-based teaching methods

2. Workshops and seminars should be organized for the training and re-

training of teachers on using activity-based teaching methods in

mathematics classes.

3. Activities related to primary mathematics should be created under the

three domain model comprising of physical exercises, correct mathematical

concepts, and pleasure.

4. Every school should be provided with an open primary mathematics

laboratory with sufficient space, all necessary materials, and equipment for

the use of activity-based teaching.

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5. Primary mathematics should have periods with enough time allocation to

accommodate the use of activity-based teaching in the classroom.

6. It is also recommended to get the service of an extra teacher to support

the primary mathematics teacher in implementing activity-based teaching-

learning process in the classroom.

Now a Little about Kinder dance and its activity based

Learning Programs:
Kinder dance is a dance, basic gymnastics and fitness program designed for

children ages two and up. Children who begin learning to dance at an early

age receive the benefits of not only participating in a dance fitness program,

but also the class will help a child’s development at the same time.

Kinder dance In Your Curriculum:

30 years of proven methodology and designing exclusive movement &

dance curriculum in an age-appropriate manner

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- Curriculum unfolds to develop the child physically, mentally, emotionally

and cognitively.

- Each class taught using lesson plans which incorporate original and

traditional age-appropriate music and songs.

- Programs blend educational concepts with various forms of movement,

dance, and gymnastics

- Dance, Motor Development, Gymnastics, and Fitness makes learning a fun

part of a child's world

- Taught by early childhood development specialist certified and trained by

kinder dance.

- Currently in more than 50 different schools as part of the

curriculum and varying syllabus.

Why pre-primary is important?

A brain of the child starts developing at a very early age. For instance, if your

child is of the age one, then about 70 per cent of the brain has been

developed and by the time they are three its 90 per cent. It is during this time

that genes interact with experience, providing a foundation, learning,

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behavior, and health. This is why activity-based learning is important in the

pre-primary school. Some of the reasons why you should enroll your child

for pre-primary classes:

It helps your child to achieve school readiness goals by prepping them up

with skills and knowledge which is of great value when you enter school.

As a parent, you can have peace of mind and reassurance that your child is

in safe hands and with adults who are skilled enough and knows how to

support your child’s early development.

Children who are enrolled in preprimary schools have the ability to learn

faster and more than one can comprehend.

The main objective of education is to support the improvement of the kid's

brain.it is to help all-encompassing learning by helping the kid to get ideas

and hypotheses; it is to widen the tyke's comprehension of things with the

goal that they can execute it for the advancement of the condition that they

live in.

You can’t learn to ride a cycle by watching a YouTube video:

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Someone can learn to cook by reading a recipe book? No, right. So, how

can you expect your child to understand and learn belief by just listening to

lectures in classrooms? Wouldn't you say that your youngster should be

presented to something more than homeroom discovering that couldn't just

make understanding ideas simpler however fun, as well.

Learning by Doing

Children are learners rather than the passive receiver, of information. To

begin with, activity-based learning simply understood that the child plays an

active role in their own learning where he learns by doing. Tools like three-

dimensional models, experiments, puzzles, flash-cards, role play methods,

and so on are used to busy the child where they learn by being involved in

these activities. The level and subjects disagree from grade to grade, and

the learning is a result of the activity that the child participates in.

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Facilitates Better Understanding

The child plays a passive role in the traditional technique of learning where

they are inspired to understand by just listening to the teacher. Their

understanding of the subject is then established only by their capability to

reproduce their knowledge in exams in the form of answers to questions.

This method usually relies on the rote or memorizing method where the child

merely by-hearts the content in the textbooks.

What do we want our kids to learn?

At early ages children are more kinesthetic. Kinesthetic means need for

physical movement. They rely more on their touch sense to learn. They like

to touch things. Explore them. Break the toys to see how they function. As

they grow they learn, not to try out things, not to break them. Fear creeps in

as they grow. So it would be good, if we could take advantage of teaching

them through activities.

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Before we analyses and accept activity based learning, we need to rethink

our objective of teaching our kids. What do we mean by learning?

We want our kids to

 read

 remember words

 remember some facts

 Reproduce remembered facts

 Write

 think

Having mentioned what we require from kids, we should think about what

steps we take to make kids do all these. If we focus on books only, reading

and writing exercises, the kid will learn to read and write. How would you

make kids think? If we have to make kids think we have to make them do

relevant activities. Activity based learning should help the kids to analyze,

figure out how things work, perceive world realistic and think.

Think about this. You are buying a gadget or a kitchen gadget. How much

would you understand by reading the manual before trying out the gadget?

Try making the gadget work. And then when you get doubt, read the manual

for what should be done. Won’t you understand better? Always reading

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should be supported with substantiate activities. In fact activities should

precede reading.

If there is anything that is more helpful in making preprimary children think it

would be activity based learning.

Primary Education In Pakistan- Progress And Challenges!

Education is an important factor both in the day-to-day success of the child

and in contributing to the personal, social, cultural and economic fulfillment

of the future adult.

Primary Education in Pakistan aims to develop each child’s potential to the

full, encourage a love of learning and help children to develop their skills that

they will use all their lives. The primary stage of education is of prime

importance for the building of career. This stage enables a child to raise a

standard of his/her personality.

Improving quality of education is just as important as increase access to it

for Pakistan. Millennium Development Goals (MDGs) and Education for All

(EFA) programs are global commitments of Pakistan for the promotion of

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literacy. Pakistan is also signatory to the MDG declaration. These goals form

the basis for national development efforts for the increase of literacy level in

Pakistan.

Primary Education in Pakistan is accepted as a basic right of everyone both

at national and international level. The constitution of Islamic Republic of

Pakistan, 1973 clearly lays down the provision in Article 37 (b) that:

“The state of Pakistan shall remove illiteracy and provide free and

compulsory primary and secondary education within minimum

possible period.”

The primary literacy gross enrolment rate stands at 85.9% by 2012 while

Pakistan requires increasing it up to 100% by 2016 to fulfill EFA goals.

Economic Survey of Pakistan confirms that during the year 2013-14 literacy

remained much higher in urban areas and the enrolment rate improved to

89%.

Pakistan is facing challenges in targeting the net primary enrolment rate. In

2005, 67% children enrolled in primary schools nearly 30% dropped out

before completing 5 years of formal education. Net primary enrolment of

Pakistan remains the lowest in South Asia and the same is true for the annual

primary completion rates.

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 Primary education in Pakistan helps the person how different things are

working and how they should be improved and operated.

Pakistani Educational System allow a child to grow with his aim but there are

some issues, and problems are also laying that makes our educational

system tough for every class of people. The literacy rate of Pakistan is less

than other successful countries and that is the main reason that education is

facing the challenges in Pakistan.

The challenges that lead to the comprehension of the problems which are

faced in the development of educational system and promotion of literacy.

The study outlines seven major problems such as:

 Lack of proper planning

 Social restrictions

 Cost of education

 Gender gap

 War on terror

 Funds for education

 Technical education

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These are the main problems that Pakistan is facing to improve its

educational system. Since education is a provincial subject, the provincial

education secretariats need to be strengthened. Special policy planning units

should be established in provinces’ education departments of

implementation of educational policies and formation of new policies

whenever needed.

EAST’s primary education aim revolves around a concept of “every child

has a right to good education”. After discussing the importance and

significance of primary education in Pakistan, it is easy to conclude that it is

very important for every child to get primary education to gain more

confidence and it is considered to be the main root of every education. Every

educated man and woman should be filled with the strong sense of pride and

honor for our common cultural tradition and history. Education is an art and

technique to draw out full and the best of the boys and girls.

Education is the systematic process of instruction for the development of

character or mental powers. The primary stage of education is of prime

importance for the edifice of career. Soundness and tidiness of this stage

enable a child to raise a standard of his personality. Unfortunately the

importance of this stage is ignored to a large extent in our country. The

drawbacks are multifarious in nature and require considerations on the part

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of the responsible. They have just followed the same principle of making

policies in closed rooms and draft curriculum which was followed in the

colonial era. Even now a days in our country, both the public sector and

private sector have the capacity to publish books yet not according to the

psychological level of the subject. They have borrowed ideas from elsewhere

in the world and feel proud to present it in seminars and workshops. The

parents of today are also responsible to a greater extinct as they are not

questioning the effects of these curriculum. They just pushing their young

ones and finally opt for tuitions, which is not the right solution. The amount

they spend on borrowing ideas and then its practical implantation will be in

my opinion far less than the amount required for the research to know the

psychology of the subject (Pakistani Children). Then another drawback of

our primary education system is that of different school system for varied

classes of the society. Again following the agenda of the colonial rulers,

empowering a particular section of the society, typically known as the feudal

lords, to run the affairs of the state and to be easily affected by the name of

modernism, enlighten moderation etc. Another drawback the teachers are

also following the typical trait of punishing the students harshly. Schools'

authorities in the private sector are also highly responsible for the poor status

of primary education system in our country. They have interests in building

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of the students but to earn more and more money even they are also not

highly qualified, they have the money they are the managers, leaders,

administrators having a single agenda.

PROBLEMS OF PRIMARY EDUCATION IN PAKISTAN AND THEIR

SOLUTIONS

Education is actually a combination of problems in our society. Primary

education is not provided because there is lack of facilities and the main

reason is overpopulation. Moreover, social evils, far off distance, child labor

is playing a key role to devastate our generation. Children should be

treated in a kind manner but teachers used to punish them in schools and

the unhealthy environment is a parasite for the education system.

The education word is not suitable for our learning system because there

is no learning and methodology to insert into little brains. There is lack of

coordination between private and government schools and the conditions

are going worse day by day and there are no signs of improvement to be

noted.

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In achieving goals, universality plays a key role. Financial barriers to

getting the education in roads of poor families should be removed so that

they run at constant speed in every field of life by providing those free

books and education instead of garbage or any machinery. There should

be healthy environment so that the children participate with eagerness in

this learning step.The teachers must be able to cope all the challenges

including the behavior of little flowers. Investment in lower class will

certainly raise the status.

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To achieve goals, policies should be clear enough. To meet the standards

of modern education, the curriculum must be according to modern thinking.

There should be equality in students of private and government schools to

learn the same course. The standard of teaching must be according to

National Professional Standards of Teachers. Accountability is much

mattered important factor in maintaining the financial stability of

institutions. There must be coordination with civil society and different

organization to secure the rights of primary education.

The dominant key to improve the education is medium of instruction which

should be either in English or Urdu. Moreover, to get the attention of

blooming flowers they should be given incentives in form of gift and food,

especially to needy ones. Evaluation and monitoring system is important

28
to improve the education standard either qualitative or quantitative. 40-45%

of the total from education budget should be invested in primary education

because primary education is important in giving shape to next generation.

New primary schools should be established according to GPS system in

far-off areas.

Strategies should be implemented in order to get results which includes

regular attendance of students. There must be diversity in teaching

process i.e. group discussion among children, self-study, distance

education etc. To attract attention various steps like providing extra

knowledge, motivation and concern matter. Critical stakeholders and

supervisors along with teachers focus on the system. The improvement in

the infrastructure should be according to priority bases. Sheltered less,

overcrowded, dilapidated and the schools which lack the basic facilities like

drinking water. The future plan is needed for next 10 years that will

compensate all the difficulties with coordination.

Primary education, the first few years of schooling, is the most critical phase

in the learning process of a child. It provides the foundation on which the

pupil, the school and the education system build higher layers. It is at this

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stage that the child enters the world of learning, knowing the people around

him or her outside the family for the first time and gets some basic ideas

about life, relations and the broader social world. Primary education is thus

the formative level, where the teacher is trusted with the great responsibility

to develop young minds. For this reason, many of the countries that have

progressed in science, technology and human sciences have invested the

best of their resources in education in general and in the elementary tier in

particular.

With this comment on the importance of primary education, I wish to explain

which types of ideas have guided primary educational planning in industrial

societies. Most of these ideas that I am going to mention have universal

importance, across different cultures, national boundaries and civilisations.

These ideas are essentially about how to develop a human mind and

embed it with values of personal success and a stronger society with a

sense of community and solidarity, which are all applicable to Pakistan.

First of all, primary education has to be enjoyable for children. Learning for

children can come from playing and doing things that create natural interest

among them. What will attract a child to learning has been a subject of

research for child psychologists, educational philosophers, curriculum

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designers and authors of children books around the world. The common

thread among all of them is how to get the child’s attention and get her or

him involved in learning. One of the methods that has been proposed and

which is religiously followed in progressive schooling is interactive

instruction. The teacher, more than an instructor, is a facilitator and a guide

to students. This lets students think for themselves, as they try finding

solutions on their own rather than expecting a perfect answer from the

instructor. The instructor may lead them to what might be the right answer

but before doing that, he lets students try, make mistakes and get there

without his or her help.

Second, primary education is activity-oriented — children must learn by

doing things on their own. Education is not about spoon-feeding but

cultivating a thinking process. Third, education at this determining stage

and even at the higher levels, is not about textbooks, no matter how good

they are. At best, the texts are a guide or a launching pad to further tread

the path of learning or move on intellectual trajectories. Supplemental

readings, prepared according to the age of the child with attractive cultural

symbols of the country — folklore, festivals, historic personalities and

national events — sets children on a learning path of their own, with

31
intellectual ease and deep interest. In this respect, there is much in the

philosophy of education and curriculum design that a country like Pakistan

can adopt in order to structure its primary level education.

Finally, from the very start, children must be given the confidence to raise

questions. This is the best way to acquire knowledge at any stage in life. If

children become confident in themselves, they can acquire the habit of

countering authority, which at this stage, is the teacher. This quality is

further developed with educational trips, after-school clubs, sports and

group discussion sessions.

What I have attempted to sketch is not an ideal template but is based on

observation of the public education system in some parts of the developed

world. My idea of bringing these points here is that if these countries can

implement such a model of primary education, we can also do it. Compared

with what these countries have done, where do we stand in Pakistan and

what is the way out? Unfortunately, education in general, and primary

education especially, have never been a major concern of those in

authority. The public school system at the primary level is dysfunctional for

three reasons. First, the teachers assigned to teach foundational education

are not as well trained as they should be. Second, they don’t seem to show

32
an interest in the development of the child or take their profession as a very

serious and fundamental component of nation-building. The dropout rate at

this level is high, and one of the reasons for this is that teachers end up

driving away children from learning instead of attracting them towards it.

Finally, there seems to be no efficient system of retraining or accountability

of public school teachers, although hopefully, this could change in the

future. There are exceptions of self-motivated and conscientious teachers

still out there and doing their bit to keep the system going.

The way out of the current state of affairs at the primary level is by

restructuring the school system. The first step must be to devolve schools

from the provincial and district education bureaucracy to the school itself.

Teachers must be hired by the school, serve in the same school and retire

from there. Second, some basic national standards must be established for

hiring primary schoolteachers. Each province must follow them — provincial

autonomy in education doesn’t mean a licence to play with the lives of poor

families and most importantly, with the lives of children. Finally, we need to

have a robust and modern curriculum design developed by the best

educationists in the country. This must not be left to bureaucracies of the

textbook boards. The issue is of ownership of the public education system

and its complete overhaul and continuous reforms and availability of best

33
human and material resources. There is a long road ahead, but this journey

must begin now. It is never too late to devote to the primary national task of

primary education.

References

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