Early Learning in South Punjab, Pakistan: Investigating Child Development and Classroom Quality

In Pakistan, learning poverty among primary school aged children is estimated to be as high as 77 percent, but little data exist on early learning experiences. This paper describes the state of classroom quality in 1,395 classrooms and the early childhood development status of 8,249 children in a representative sample of 894 public schools in South Punjab, using two measurement tools: The Teach ECE classroom observation tool, which describes the structural and process quality features of classrooms, and the Anchor Items for the Measurement of Early Childhood Development Direct Assessment which reports on early learning and developmental outcomes of children aged 4 to 6 years. The paper finds key gaps in the foundational skills of young children and areas for improvement in both the physical classroom and teaching practices. In examining the relationships between teaching practices and early childhood development outcomes, the analysis finds a strong positive relationship across the areas of process quality and domains of childhood development. Children studying in a high-quality classroom have outcomes that are equivalent to having been in school nine months longer than children of similar ages in an average quality classroom, suggesting that a sharper focus on teaching quality may improve early childhood development outcomes and school readiness. The findings also show that after accounting for teaching quality, degrees and certification are not associated with early childhood development outcomes, but that classes taught by female teachers have better early childhood development outcomes.