Exploring the Status of Training Initiatives for Improving Early Childhood Education in Public Sector Schools of Punjab

Abstract

Early Childhood Education (ECE) in Punjab has proliferated speedily, however doubts persist regarding the reach, frequency and quality of in-service trainings that render policy into classroom practice. This qualitative, descriptive research deals with the practicing of QAED Oriented ECE trainings in nine districts of Central-Punjab, Pakistan as perceived by the conveniently selected QAED Principals based on semi structured interviews. Applying reflexive thematic analysis and cross-case matrices, we coded transcriptions against a practice-to-impact framework connecting policy standards, professional development design, implementation drivers and local operating conditions. Results converge on strong trainer readiness and high guideline fidelity within training rooms, yet against this backdrop, three tensions in implementation endure: (i) unequal AEO exposure & dosage thins supervision/post-training ‘booster’ (ii) inadequate pace of training for all roles prompts demand for regular annual/biannual calendars and refreshers; and (iii) nomination/attendance frictions along with budget lines which fund delivery but not classroom materials requisite to activity-based pedagogy. Principals perceive on-site training supervision as straightforward and post-training school follow-up, recognized as the weakest yet most high-leverage step for maintaining practice, is haphazard. We advocate for universal AEO training (3–5 day plus refreshers), published multi-role calendars, stricter nomination protocols, micro-budgets for activity corners/print packs and a standardized follow up visit (4–6 weeks) based on a short rubric and written feedback supported by a light-handed district dashboard. These pragmatic alterations will match what is on offer and available to everyday practice, promoting the potential that ECE training leads to more uniform, age-appropriate classroom instruction across Punjab.