LINKING EARLY CHILDHOOD DEVELOPMENT TO OUTCOME BASED EDUCATION

2. LINKING EARLY CHILDHOOD DEVELOPMENT TO OUTCOME BASED EDUCATION ( Establishing Standards for ECD) Dr. Attaullah Shah)

4. Recommendations of Employers’ Perception Survey Conducted by Grant Thornton for HEC ( May 2016) • Pakistani HEIs needs to improve their assessment methods, to more practical and hands on assessment, which can actually test the competence and capacity of the student, in addition to theoretical knowledge. • This approach will also inculcate the habit of research and inquisitiveness in students, who would focus more on the next phase, which is the application of knowledge. • This will also address the issue raised by a majority of employers regarding their lack of satisfaction in some graduate skills that are important for them such as critical thinking, analytical approach, self-initiative and effective interpersonal communication.

5. Some extracts from Employers’ Perception Survey-Cont’d • While engineering, and information and communication technology are the second and third top most demanded faculties by our employers, there is very little development in our universities that cater to the dynamically evolving technological needs of our country, and as a result employers are resorted to look abroad for their technology needs, as well as for people who have the requisite knowledge and training on latest technologies. • HEIs in Pakistan should take heed of the fact that a majority of employers, including government and private employers, have foreign qualified people in their work force. The reason attributed to this is the lack of availability of quality resources in Pakistan, who have practical knowledge and experience in the subject of their specialization, and also lack overall quality. These are areas that local HEIs need to focus more for being able to adequately meet, local demand of employers.

6. Some extracts from Employers’ Perception Survey-Cont’d • In terms of expectations and satisfaction of employers from graduate skills and competences, HEIs should focus on the aspects that are most important, but have a low satisfaction with employers, such as critical and analytical thinking, motivation and initiative, effective writing skills and quality consciousness. • Employers have strongly endorsed the use of various means to enhance engagement with HEIs, including; cooperation on curriculum design and study programs, collaboration on research and innovation, recruitment of graduates, work placement opportunities for students, participation in debates/seminars organized by HEIs, structured discussions with course directors or senior management, and cooperation with career services/centers. A proactive and collaborative effort will be required by employers, HEIs and HEC to make progress on these fronts.

7. Employability skills, competencies and attitudes that new graduates should have in the next 5-10 years (Year 2017-2025) Source: Employers’ Perception Survey -2016

8. Why OBE - Exam Result is Not the Most Important Consideration by Employer Employers Rating of Skills/Qualities – 2002 • Communication (verbal & written) 4.69 • Honesty/Integrity 4.59 • Teamwork skills 4.54 • Interpersonal skills 4.50 • Strong work ethics 4.46 • Motivation & initiative 4.42 • Flexibility/adaptability 4.41 • Analytical skills 4.36 • Computer skills 4.21 • Organisational skills 4.05 • Detail oriented 4.00 • Leadership skills 3.97 • Self confidence 3.95 • Friendly/outgoing personality 3.85 • Well mannered / polite 3.82 • Tactfulness 3.75 • GPA (3.0 or better) 3.68 • Creativity 3.59 • Sense of humour 3.25 • Entrepreneurial skills/risk taker 3.23

9. Outcome-Based Education (OBE) • OBE is an educational process that focuses on what students can door the qualities they should develop after they are taught. • OBE involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than accumulation of course credits. • Both structures and curricula are designed to achieve those capabilities or qualities. • Discourages traditional education approaches based on direct instruction of facts and standard methods. • It requires that the students demonstratethat they have learnt the required skills and content.

10. Outcome-Based Education Expected Changes to Implement OBE Course Content - Reviewing course content to suit specified Learning Outcomes, industrial needs, job specifications, professional body requirement (accreditation), own niche, etc. Teaching-Learning Methods - Introducing innovative/flexible teaching methods/delivery tools to develop PEO and PO in students/graduates. Assessment & Evaluation Tools - Introducing variety of assessment and evaluation tools to measure the achievement of PEO and PO. Data & Evidence Collection - Collecting evidences of process involved and the achievement of the PEO and PO. Continuous Quality Improvement- Closing the loop.

11. OBE Versus Traditional Education Process Input Process • Teaching Staff • Curriculum • Labs • Other Resource Teaching & Learning • Traditional education process focuses on the inputs. Students at Graduation • Assessment mainly via exam, test, assignments. • Quality control from teaching evaluation.

12. Outcome-Based Education Versus Traditional Education Process (Long-term) (Short-term) Program Education Outcomes Program & Subject Outcomes Input Process • Teaching Staff • Curriculum • Labs • Other Resource Teaching & Learning Students at Graduation Graduates to Fulfill Stakeholders’ Satisfaction Stakeholders: Councils Employers Industry Advisors Academic Staff Public and Parents Students Alumni • OBE shifts from measuring input and process to include measuring the output (outcome) • Assessment by exam, test and assignments. • Assessment of teaching staff, lecture material & flow, • results and student ‘capabilities’ (Short & long-term outcomes), lab interview, exit survey etc. • More ‘thinking’ projects, with analysis. • Feedback from industry, alumni and other stakeholders. • Clear continuous improvement step.

13. New Facts: The Growing Importance of Early Childhood • Throughout the world, interest in young children is soaring • Countries are developing new policies for young children • Countries are interested not only in young children’s health and survival, but in their optimal development • Nations recognize the importance of the early years to children, their families, and society

14. New Facts: The Growing Importance of Early Childhood “The evidence is mounting: increased global investment in children under 8 years of age today builds a better educated, prosperous, and peaceful citizenry tomorrow.” − Save the Children

15. New Understandings • Children’s well-being is no longer a matter of child health and survival; rather, the focus has been significantly broadened to include the overall well-being of the child, the family, and the community. • We now understand that the well-being of children is intimately linked to the well-being of their families and communities.

16. Why ELDS Now? If a good start in life is so important for both individual and national development, how can we apply our knowledge of what makes a difference to early childhood outcomes? One such application is Early Learning and Development Standards.

17. Why Are Standards Important? • Lend precision to vague constructs • Help to clarify what we want to achieve • Provide an opportunity to build consensus • Establish a base for measurement • Can produce more equitable outcomes • Can advance an agenda like developmental readiness

18. Different Types of Standards I. II. III. Early Learning and Development Family Competencies Teacher Standards Standards IV. V. Program/School StandardsAccess to Services

19. I. Defines what childrenshould know and be able to do Early Learning and Development Standards Example: 4-year-old children will be able to state name, where they live, parents’ names, and siblings’ names. Note: These are usually manifest in children’s behavior or discourse.

20. II. Defines what families should know and do to advance their young children’s health, development, and education Family Competencies Example: A family member should read or tell stories to their children at least three times a week. Note: These are usually manifest in adult’s behaviors or discourse.

21. III. Defines what teachers should know and do to advance their students’ learning Teacher Standards Example: All teachers should know how to assess their students’ competence and report such findings to parents. Note: These are usually the basis for teacher preparation programs.

22. IV. Defines the nature of the program or school Program/School Standards Example: Every program will have indoor and outdoor space. Example: Every program will have appropriate developmental materials for children. Example: Every program will welcome families.

23. Access to Services Standards Example:The percentage of children who have access to high-quality child development programs. Example:The percentage of children who have developmental screenings upon entry to preschool programs. Note:These are usually defined for a geographic catchment, area, city, town, or neighborhood. Defines the nature and amount of children who have access to diverse services V.

24. Produce Usable Products and outcomes with Multiple Applications Improve Instruction Monitor National Progress Improve Parenting Skills and Behaviors Early Learning & Development Standards Evaluate Programs Improve Teacher Preparation Improve Curriculum Improve Public Knowledge of Children’s Development Developmental Readiness

25. Multiple Uses Leading to Integration • Parenting • Professional development and teacher training • Revision of national ECD curriculum • National capacity building • National monitoring of the status of children • National ECD policy

26. Integrate ECD Standards Bank Improve Instruction Support Parenting Skills Develop Curriculum Improve Teacher Preparation Evaluate Programs Monitor National Programs Improve Public Knowledge of Children’s Development

27. Establishes ECD Partnerships International organizations, NGO & private sector National governments Goal: Develop standards, indicators, and national systems to promote, support, and assess the development of young children Academia