Final Year Project

Project Title

From Policy to Practice: Examining the Government of Sindh’s Pre-Primary and Primary Education Policies

Description

This study examines how the School Education and Literacy Department (SE&LD), Government of Sindh, designs and implements education policy, using Early Childhood Care and Education (ECCE) to understand institutional dynamics. After the 18th Amendment, provinces assumed full responsibility for education, placing Sindh at the center of policy delivery. The recent integration of Foundational Literacy and Numeracy (FLN) into ECCE provides a lens to assess how policy intent translates into classroom practice. Using a qualitative critical approach, the study draws on document analysis, teacher interviews, and classroom observations in District Korangi, Karachi. Findings indicate stronger policy design, sectoral integration, and improved curriculum-material alignment. However, implementation gaps persist due to resource shortages, limited teacher preparation, monitoring pressures, and expectations, constraining play-based learning.